quality learning ducati leadership high expectations ANNEX REPORTS high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families G1 Board of Seniorinnovation Secondary and improvement Studies develop training communityG2 Government Schools Education Council literacy, numeracyteachers and science learning environments earlyG3 years Non-Government education Schoolsvocational Education Council education achievements implement strategies to improveand training G4 Teacher Quality Institutelearningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G1

Education and Training Directorate Page 226 quality learning ducati leadership high expectations ANNEX REPORT high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families innovation and improvement communityBOARD OF SENIORdevelop training SECONDARYliteracy, numeracyteachers and scienceSTUDIESlearning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G1

Education and Training Directorate Page 228 Board of Senior Secondary Studies Annual Report 2013-2014

SECTION B: PERFORMANCE REPORTING B.1 Organisational Overview

The Board of Senior Secondary Studies (the Board) was established in 1991 and the Board of Senior Secondary Studies Act 1997 (the BSSS Act) was enacted in January 1998.

The key functions of the Board are to: • provide students with Year 12 Certificates, Tertiary Entrance Statements and vocational certificates • maintain the credibility and acceptance of courses through a regular accreditation program • monitor and support the validity of assessment in years 11 and 12 • improve the comparability of standards across the Territory through moderation procedures • gain the widest possible recognition for the credentials awarded by the Board • service the information needs of the community.

The Board is committed to: • a general education of high standards providing equal opportunity for all students to the end of year 12 • freedom of choice of courses for students supported by expert advice • senior secondary college responsibility for course development • senior secondary college responsibility for the assessment of its students • shared responsibility for education • open access to information. The Board delivers year 12 certification services to 24 ACT colleges and six schools located in Papua New Guinea, Indonesia and Fiji. These are listed in Appendix C. Kimbe International School, West New Britain, PNG commenced delivery of Board accredited year 11-12 courses in February 2014. In June 2014 Our Lady of the Sacred Heart International School, New Ireland, PNG received Board approval to commence delivery of Board accredited year 11-12 courses from February 2015.

The Board’s goal is to provide a high quality curriculum, assessment and certification system that supports: • all young adults to achieve a Year 12 Certificate or equivalent vocational qualification • high levels of achievement in literacy and numeracy • improving educational outcomes for disadvantaged students • effective transitions from school to post-school pathways.

In 2013 the Board developed a new strategic plan to guide its activities for the period 2014-2016. The key focus areas for the Board are: • an informed and effective response to international, national and local initiatives; and • a high quality, high equity curriculum, assessment and certification system that caters for all students. G1

Page 229 Annual Report 2013-2014 During 2013-2014, the Board continued to provide advice to the Australian Curriculum, Assessment and Reporting Authority (ACARA) on the senior years’ Australian Curriculum and to discuss with ACARA implementation of the curriculum in the ACT. The Board commenced a trial implementation of ACT year 11-12 courses embedding the Australian Curriculum from the beginning of 2014. Seventeen colleges have volunteered to be involved in this trial. The ACT is the only jurisdiction to have commenced delivery of year 11-12 courses embedding the Australian Curriculum.

In August 2013, the Board hosted the annual conference of the Australasian Curriculum, Assessment and Certification Authorities (ACACA) at Old Parliament House in Canberra. The agenda included the following topics: literacy and numeracy, the Australian Core Skills Framework, senior secondary Australian Curriculum and national collaboration.

The Board commenced a Review of Year 12 Certification in 2014 and appointed a committee to investigate a range of key issues including the types of certificates, the minimum requirements, the literacy and numeracy requirements and the recognition of outside learning. The committee will report to the Board in August 2014. Processing of year 12 results occurred on schedule and certificates were issued to ACT colleges on Tuesday 17 December 2013 for distribution to students. Over 11,000 certificates were produced by the Board for students in year 12 and over 1,000 vocational qualifications were issued for students in year 10.

Key focus areas over the next year will include preparation for the full implementation of courses embedding the Australian Curriculum, the implementation of recommendations coming from the Review of Year 12 Certification and the introduction of a Unique Student Identifier (USI) for all students seeking VET qualifications.

B.2 Performance Analysis

An informed and effective response to international, national and local initiatives

The Board has continued to provide and facilitate ACT feedback on national curriculum and reporting initiatives through formal responses, teacher participation in curriculum development and surveys, consultation and membership of national working parties.

Thirteen courses across the four senior secondary Australian Curriculum subjects were written by teachers. They are; English, Literature, Essential English, Ancient History, Modern History, Specialist Mathematics, Mathematics Methods, Mathematics Applications, Essential Mathematics, Biology, Chemistry, Earth and Environmental Science and Physics. Seventeen colleges have agreed to trial at least some of these courses with a view to full implementation in 2016. Courses in English as another Language or Dialect and Geography are currently under development.

The Board has agreed to work with ACARA on a project to validate the Australian Senior Secondary Curriculum achievement standards and to provide feedback on the trial of the Australian Curriculum.

A high quality, high equity curriculum, assessment and certification system that caters for all students

In 2013-2014, course frameworks in Community Learning, English, History, Languages, Mathematics, Religious Studies and Science have been revised and endorsed by the Board. Thirty three courses were approved for delivery to year 11-12 students from 2014 and 18 teams are currently developing courses for implementation from 2015. These courses are reviewed by expert panels of teachers, representatives from tertiary institutions, industry and the community, which provide advice on accreditation to the Board. A list of the panels that met to consider courses in 2013-2014 is included in Appendix B.

The Board has continued its focus on the enhancement of assessment in colleges. Feedback on the quality and effectiveness of school-based assessment and consistency in the application of grade achievement standards has continued to be provided to colleges through system wide moderation. Over 1,000 senior secondary teachers participated in each of the Moderation days in August 2013 and March 2014.

Redevelopment of the Board’s assessment and certification software to accommodate changes in the VET area was completed and underwent testing in 2013 and was implemented from the beginning of 2014. The new system has performed to expectations. G1

Education and Training Directorate Page 230 Year 12 outcomes 2013

In 2013, 4,404 students met the requirements for an ACT Year 12 Certificate. This included 4,283 students enrolled in ACT colleges, including CIT Vocational College, and 121 students enrolled in overseas colleges. In the ACT, this represented 94.6 percent of year 12 students compared with 92.3 percent in 2012. There was a decrease in the percentage of males and an increase in the percentage of females achieving a Year 12 Certificate from 2012 to 2013.

Of the Year 12 Certificate receivers, 2,802 students also achieved a Tertiary Entrance Statement (TES), having met the requirements for university entrance and calculation of an Australian Tertiary Admission Rank (ATAR). This included 2,715 students enrolled in ACT colleges and 87 students enrolled in overseas colleges.

One hundred and seven students (48 females, 59 males) from 19 colleges completed an H course through the Australian National University Secondary College or the University of Canberra Accelerate Program in 2013. Of these students, 12 completed a course in Mathematics, 16 in Physics, 31 in Chemistry, 24 in Conservation Biology, 17 in Japanese, 3 in Accounting and 4 in Design. Seventy one students (66 per cent) used their scaled H course score in their ATAR calculation.

To achieve an ACT Year 12 Certificate, students are required to study a minimum of 17 standard units, which form at least three accredited courses from different course areas. However, it is pleasing to see that a large majority of students are studying more than the minimum number of units across a broader range of course areas. In 2013, 76.1 percent of Year 12 Certificate receivers (Standard Package) completed 20 or more standard units and 75.1 percent of Year 12 Certificate receivers completed five or more accredited courses from different course areas. These percentages have decreased by 3 percent and 2.6 percent respectively when compared to 2012. Figure BSSS 1 displays the percentage of Year 12 Certificate receivers achieving a TES from 1999 to 2013. In 2013, 63.6 percent of ACT students receiving a Year 12 Certificate also received a TES. This is slightly higher than 2012.

Figure BSSS 1: Year 12 Certificate receivers with a Tertiary Entrance Statement, 1999 to 2013

Source: ACT Board of Senior Secondary Studies Note: From 2006 students classified as Mature Age are included in the data. G1

Page 231 Annual Report 2013-2014 Figure BSSS 2 illustrates the range of ATARs across colleges for 2013.

Figure BSSS 2: Australian Tertiary Admission Rank by college, 2013

Source: ACT Board of Senior Secondary Studies Note: 1. The names of the colleges are listed in Appendix C. 2. The central line in the box represents the median ATAR. 3. The block indicates the spread of 50 percent of the scores. 4. The single vertical line indicates the spread of the next 15 percent of scores. 5. Circles represent individual results in the top and bottom ten percent of ATARs.

The horizontal lines show the 2013 main round general ATAR cut offs for the Australian National University (80) and the University of Canberra (66).

Of the 2,748 students in the ACT who achieved an ATAR, 74 percent were at or above the University of Canberra main round general ATAR cut off of 66.

The following table gives the percentage of Year 12 Certificate and TES receivers who completed an accredited course in the nominated areas.

Table BSSS 1: Selected courses on Year 12 Certificates and Tertiary Entrance Statements, 2013 and 2012 Percentage of ACT Year 12 Certificate receivers Percentage of ACT TES receivers who who completed a course in the area completed a course in the area

Course Area 2013 2012 2013 2012 English/English as a second language (ESL) 97.8 97.3 99.7 99.7 Mathematics 90.6 92.4 91.7 94.5 Information Technology 10.3 11.3 10.2 11.2

G1 Sciences 42.2 44.1 54.8 58.1 History 17.2 14.6 21.2 18.4 Languages 15.5 15.8 20.6 20.5

Source: ACT Board of Senior Secondary Studies

Education and Training Directorate Page 232 Whilst the minimum number of courses from different course areas required for an ACT Tertiary Entrance Statement is two T and/or H courses, 63 percent of ACT students used scaled course scores from four different course areas in the calculation of their ATAR. This is a decrease of 3.3 percent from the 2012 cohort.

There are no compulsory courses in the ACT, however, the above data shows that 97.8 percent of ACT Year 12 Certificate receivers and 99.7 percent of TES receivers completed a course in English/ESL, and 90.6 percent of ACT Year 12 Certificate receivers and 91.7 percent of TES receivers completed a course in Mathematics.

The Board recognises on a student’s Year 12 Certificate the contribution of learning undertaken outside the college environment during years 11 and 12. In 2013, 1,219 students received such recognition under Recreational Activities, 917 students received recognition under Community Involvement and 198 students received recognition under Recognition of Outside Learning.

The Board issues vocational Certificates to years 10 and 12 students who have completed vocational qualifications through colleges as Registered Training Organisations (RTOs). In 2013, this included 547 year 10 students and 1,111 year 12 students. Of these students, 33 completed an Australian School-based Apprenticeship with their college as the RTO.

The following figure displays the number of students receiving vocational certificates issued by the Board for each RTO by year level in 2013. It should be noted that students may have received more than one vocational Certificate.

Figure BSSS 3: number of students receiving vocational certificates, 2013 by college and year level

In addition to vocational studies undertaken during years 11 and 12 in colleges, vocational programs undertaken with external RTOs can contribute to the requirements for year 12 certification and be included on the ACT Year 12 Certificate. In 2013, vocational qualifications achieved through an external RTO and registered by the Board were recognised on the Year 12 Certificate as an E course. In 2013, five students were awarded an E course. The E courses were in the areas of Business, Hairdressing and IT.

In 2013:

• 325 year 12 students achieved a vocational qualification through an external RTO, which was recognised on

their Year 12 Certificate G1 • this is a decrease compared to 2012 of 158 students.

Students may receive recognition for more than one vocational qualification completed with external RTOs.

Page 233 Annual Report 2013-2014 B.3 Community Engagement and Support

The Board facilitates community input through representation on committees, course writing teams, accreditation panels, working parties and at consultation forums. Groups represented include parents, teachers, principals, tertiary institutions, industry, business and unions.

In 2014, the Board commenced a Review of the Requirements for the ACT Year 12 Certificate. Two public forums were held and the Executive Officer met with the ACT Council of Parents and Citizens Executive. Written submissions were called for and fourteen were received from a diverse range of individuals and organisations. The Board will consider the recommendations stemming from the review in August 2014.

The Board encourages and welcomes both positive and negative feedback and is committed to responding to complaints in a timely and positive manner. This enables staff, students, parents and community members to contribute to the Board's continuous improvement strategy. The Board’s Feedback and Complaints policy is available on its website. The Board received no formal complaints in 2013-14.

SECTION C: GOVERNANCE AND ACCOUNTABILITY REPORTING

C.1 Internal Accountability

Board membership

The BSSS Act (s8) creates a board with a broad membership of 14 from the many stakeholders in senior secondary education. Members, other than the Director-General of the Education and Training Directorate, are appointed by the Minister for Education and Training for a period of up to three years. Members can be reappointed if they are eligible. Two new members were appointed to the Board in November 2013 and three new members in April 2014 with one member reappointed.

The ACT Principals Association nominee appointed from 2013-2015 resigned in June 2013 and a new nominee from that organisation was appointed from November 2013. The Canberra Institute of Technology nominee appointed from 2011-2013 resigned in September 2013 and the nominee from the ACT branch, Australian Education Union appointed from 2013-2015 resigned December 2013, nominees from both organisations were appointed from April 2014. The ACT and Region Chamber of Commerce and Industry nominee appointed from 2013-2015 resigned in February 2014, we are seeking a new nominee from that organisation.

Remuneration for Board members

The Chair is the only member eligible to receive remuneration, at a rate determined by the ACT Remuneration Tribunal.

Ethical standards

Prior to appointment, Board members are provided with the Bowen Code of Conduct as a guide to ethical behaviour. Members sign a declaration that they have read and agree to observe the principles of the code, and agree to disclose all conflicts of interest that arise during their term on the Board. The Board meeting agenda has declaration of conflicts of interests as a standing item. ACT public servants on the Board are also bound by the ACT Public Sector Management Act 1994. G1

Education and Training Directorate Page 234 Table BSSS 2: Board membership as at 1 July 2013

Member Affiliation Initial appointment Appointment Meetings attended expires July-Dec 2013

Ms Rosemary Follett AO Chair 1 January 2012 31 December 2014 3/3 Ms Carolyn Grayson Canberra Institute 17 May 2011 31 December 2013 1/3 of Technology Ms Louise Mayo Vocational 17 May 2011 31 December 2013 3/3 education and training organisations Professor Richard Baker Australian National 1 January 2013 31 December 2015 1/3 University Professor Robert Fitzgerald University of 1 January 2013 31 December 2015 2/3 Canberra Ms Rita Daniels Association of 25 June 2009 31 December 2014 3/3 Independent Schools Ms Lynne Bean ACT Branch, 1 January 2013 31 December 2015 2/3 Australian Education Union Mr Angus Tulley Catholic Education 1 January 2013 31 December 2015 3/3 Commission Mrs Kerrie Grundy ACT Principals’ 19 November 2013 31 December 2015 1/3 Association Mr Hugh Boulter ACT Council of 1 January 2013 31 December 2015 3/3 Parents & Citizens Associations Ms Kirsten Wilkinson Association of 25 June 2009 31 December 2013 3/3 Parents & Friends of ACT Schools Mr Trevar Chilver ACT and Region 19 November 2013 31 December 2015 0/3 Chamber of Commerce and Industry Mrs Judy van Rijswijk ACT Trades and 1 January 2013 31 December 2015 3/3 Labour Council Ms Leanne Wright Delegate of the July 2012 Ongoing 3/3 Director –General, Education and Training Directorate G1

Page 235 Annual Report 2013-2014 The Board has six scheduled meetings each calendar year. The Board met on three occasions from July- December 2013.

Details of Board members in 2013

The Board had two members resign prior to the December meeting. Details of the new members are provided below.

Ms Rosemary Follett AO

Ms Follett was Chief Minister and Treasurer of the ACT in 1989 and 1991-1995. She was the ACT’s Discrimination Commissioner 1996-2004. Ms Follett has served on a number of boards and committees including the ACT Skills Commission (Deputy Chair), Canberra Institute of Technology Advisory Board 2004-2007 and University of Canberra Council (Deputy Chancellor) 2008-2011. She is currently a Director of the University of Canberra College.

Qualifications: BArts (Administration)

Ms Carolyn Grayson

Ms Grayson is the Executive Director, Academic at the Canberra Institute of Technology and was previously Director, Centre for VET Practice at Swinburne University of Technology. She has over 25 years’ experience working in the tertiary sector and previously held positions in the Victorian State Training Authority and the Australian National Training Authority.

Qualifications: BArch(Hons), BSci(Hons), Dip Ed, MEd, GradCertBusAdmin

Ms Louise Mayo

Ms Mayo is a Director at Bull&Bear Special Assignments P/L and was a founding Director of the Australian Business Academy. She was a member of the ACT Accreditation and Registration Council from 2005 to 2012, a Steering Committee member for the Australian College of Educators, and Chair of the Board of Governors at the McGrath Institute of Business & Technology since 2009.

Qualifications: BBus, GradDip Bus, MBus, MMgt, DBusAdmin

Professor Richard Baker

Professor Baker is Pro Vice-Chancellor Student Experience at the Australian National University. His main research interests are in the fields of environmental education, community participation in environmental planning and management, Indigenous land management issues, and university teaching methods. He has a number of awards for university teaching.

Qualifications: BA(Hons), PhD

Professor Robert Fitzgerald

Professor Fitzgerald is Director of the Inspire Centre and Associate Dean Education Innovation in the Faculty of Education, Science, Technology and Mathematics at the University of Canberra. He has been a leader and innovator in the field of Information and Communication Technology Education for over 20 years working with schools, universities and community groups.

Qualifications: BEd(Primary), BEd(Secondary Mathematics), MEd(Hons), PhD

Ms Rita Daniels

Ms Daniels is the Principal of Daramalan College and was previously Principal of St Clare’s College. She was a Board member from 2000 to 2006. She Chairs the Board’s Assessment and Certification, and Appeals Committees. She has been teaching since 1977.

Qualifications: BA, DipEd, MEd G1

Education and Training Directorate Page 236 Ms Lynne Bean

Ms Bean is an Executive Teacher, Assessment and Certification at Dickson College. She has over 30 years experience in teaching sciences and mathematics in colleges and high schools, and has been involved in ACT and national curriculum development. Assessment and moderation have been key areas of focus in her work in colleges.

Qualifications: BSc, DipEd, GradDip(Geology)

Mr Angus Tulley

Mr Tulley has been Principal of St Francis Xavier College since 2003. Prior to that he held Assistant and Deputy Principal/Headmaster positions at several ACT catholic colleges. He has taught mathematics and religious education in secondary schools for over 30 years and was a member of the BSSS Religious Studies Accreditation Panel from 1994-2001 (Chair from 1999-2001). He is Chair of the Curriculum Advisory Committee.

Qualifications: BSc, GradDipEdMaths, GradDipRE, MEdAdmin, GradCert Education Law

Mrs Kerrie Grundy

Mrs Grundy is Principal, Narrabundah College, prior to that she was Deputy Principal at Canberra College, and was the Executive Teacher, Humanities Faculty. She has over 30 years experience in ACT high schools and colleges. She has held leadership positions on several committees and was on the ACARA English Advisory Panel for development of Australian Curriculum for BSSS.

Qualifications: BA, DipEd

Mr Hugh Boulter

Mr Boulter is a 30 year career banker with a wide range of business experience. He is currently a District Manager and Team Leader for the Suncorp Metway Bank Limited. He is Treasurer of the ACT Council of Parents and Citizens Associations and was President of the Miles Franklin P&C. In 2013 he was appointed a member of the ACT Government Schools’ Education Council. He is Chair of the Discipline Committee.

Ms Kirsten Wilkinson

Ms Wilkinson has worked at the Australian Bureau of Statistics either full or part-time for over 20 years. Prior to this she gained a teaching degree and has worked in primary schools in the ACT.

Qualifications: BEd, DipTeach

Mr Trevar Chilver

Mr Chilver is the Director of Employment, Education and Training at the ACT & Region Chamber of Commerce and Industry and held the previous position of Regional Industry Career Advisor with the Chamber. Prior to this he was an English teacher at Trinity Christian School. He has been a member of the Board’s Curriculum Advisory Committee since 2008.

Qualifications: BA, GradDipEd, GradDipA, DipMgt

Ms Judy van Rijswijk

Ms van Rijswijk is the Executive Teacher, Humanities, ESL and Languages at the Canberra College and has worked in colleges and high schools since 1980. Her key interests are in English and humanities curriculum and quality teaching. She has been an AEU Councillor since 2000.

Qualifications: BEd, GradCertEduc, MEdLeadership

Ms Leanne Wright

Ms Wright is Director of Learning and Teaching in the Education and Training Directorate with responsibility for curriculum support, professional learning, literacy and numeracy, and early childhood education. She is Chair of the ANU Secondary College Operational Sub-committee. She has had considerable experience as a primary G1 school principal and teacher in the ACT.

Qualifications: BEd, BTeach

Page 237 Annual Report 2013-2014 Table BSSS 3: Board membership as at 30 June 2014

Appointment Meetings attended Member Affiliation Initial appointment expires Jan-June 2014 Ms Rosemary Follett AO Chair 1 January 2012 31 December 2014 3/3

Ms Sue Maslen Canberra 11 April 2014 31 December 2016 2/3 Institute of Technology Ms Louise Mayo Vocational 17 May 2011 31 December 2016 1/3 education and training organisations Professor Richard Baker Australian 1 January 2013 31 December 2015 2/3 National University

Professor Robert Fitzgerald University of 1 January 2013 31 December 2015 2/3 Canberra

Ms Rita Daniels Association of 25 June 2009 31 December 2014 2/3 Independent Schools Mr David Wentworth-Perry ACT Branch, 11 April 2014 31 December 2016 2/3 Australian Education Union

Mr Angus Tulley Catholic 1 January 2013 31 December 2015 2/3 Education Commission

Mrs Kerrie Grundy ACT Principals’ 19 November 2013 31 December 2015 3/3 Association

Mr Hugh Boulter ACT Council 1 January 2013 31 December 2015 2/3 of Parents & Citizens Associations Ms Julie Sengelman Association 11 April 2014 31 December 2016 1/3 of Parents & Friends of ACT Schools TBA ACT and Region 0/3 Chamber of Commerce and Industry Ms Judy van Rijswijk ACT Trades and 1 January 2013 31 December 2015 2/3 Labour Council

Ms Leanne Wright Delegate of the July 2012 Ongoing 2/3 Director-General, Education and Training Directorate G1

The above Board has met on three occasions from January to June 2014.

Education and Training Directorate Page 238 Details of Board members in 2014 Nine members are the same as for 2013. Details of the new members are provided below.

Ms Louise Mayo

Ms Mayo is a Director at Bull&Bear Special Assignments P/L and was a founding Director of the Australian Business Academy. She was a member of the ACT Accreditation and Registration Council from 2005 to 2012, a Steering Committee member for the Australian College of Educators, and Chair of the Board of Governors at the McGrath Institute of Business & Technology since 2009.

Qualifications: BBus, GradDip Bus, MBus, MMgt, DBusAdmin

Ms Sue Maslen

Ms Maslen is the Director, Education Services (Student and Academic Services) at the Canberra Institute of Technology and has held several positions at CIT including committee positions since 1991. Prior to this was at Tea Tree Gully College of TAFE, Adelaide. She has over 25 years’ experience working in the tertiary sector. She was recently appointed Chair of the Vocational Education and Training Committee.

Qualifications: BASec Studies, GradDipEd, MEdLead, AdvDipMgt

Mr David Wentworth-Perry

Mr Wentworth-Perry is a teacher at Kingsford Smith School. He has over 30 years experience in teaching sciences in high schools and college, has worked in the ACT Education and Training Directorate office and has a taught in several schools in New South Wales and Northern Territory.

Qualifications: BEd, BAppSc, MEdLead, Cert IV Training and Assessment

Ms Julie Sengleman

Ms Sengleman is the Executive Officer of the Association of Parents and Friends of ACT Schools. She has worked in various government departments and private business in the area of Human Resources and Recruitment.

Qualifications: HNCBus&Fin, MCom, Cert IV Training and Assessment

Standing Committees

The Board appoints committees and panels to provide advice on specific matters. The main standing committees and their roles are listed below. Membership of these committees in 2013 and 2014 is included in Appendix B.

Table BSSS 4: Board Standing Committees and their roles Committee Role Curriculum Advisory Committee To advise the Board on national and ACT curriculum matters and overall direction of curriculum in years 11 and 12.

Assessment and Certification Committee To advise the Board on assessment and certification policies and procedures, and the overall direction of assessment and certification in years 11 and 12.

Vocational Education and Training Committee To advise the Board on vocational education and training issues, particularly those relating to national agreements and post-school linkages with the VET sector; and to provide advice on VET initiatives for secondary education.

Accreditation Panels To advise the Board on the accreditation and registration of year 11-12 courses, which have been developed by teachers, industry and business groups, tertiary institutions and other G1 organisations.

Page 239 Annual Report 2013-2014 Board Secretariat

The Board secretariat is managed by the Executive Officer of the Board and consists of 10 other staff; six teachers and four administrative officers, all employed through the Directorate. The Executive Officer reports to the Board on its legislated functions and to the Directorate on ministerial, financial, audit, human resource and other corporate functions.

For more information contact: The Executive Officer Board of Senior Secondary Studies GPO Box 158 CANBERRA ACT 2601 (02) 620 57181 [email protected] http://www.bsss.act.gov.au G1

Education and Training Directorate Page 240 Appendix A: Sections not covered elsewhere in this report

Section Reporting B.4 Ecologically Sustainable Development Covered within Directorate report. See section B.4 in that report.

C.2 Risk Management and Internal Audit Covered within Directorate report. See section C.1 in that report.

C.3 Fraud Prevention Covered within Directorate report. See section C.2 in that report.

C.4 Legislative Assembly Inquiries and Reports There were no direct implications for the Board in Legislative Assembly committee inquiries and reports in 2013-2014.

C.5 Auditor- General and Ombudsman Reports Covered within Directorate report. See section C.5 in that report.

D.1 Public Interest Disclosure Covered within Directorate report. See section D.1 in that report.

D.2 Freedom of Information Freedom of information requests are processed through the Directorate. See section D.2 in that report. The Board received no Freedom of Information requests in 2013-2014.

D.3 Human Rights Act Covered within Directorate report. See section D.2 in that report.

D.4 Territory Records Act Covered within Directorate report. See section D.2 in that report.

D.5 Legal Services Directions Covered within Directorate report. See section D.2 in that report.

D.6 Notices of Non Compliance Covered within Directorate report. See section D.2 in that report.

D.7 Bushfire Risk Management Covered within Directorate report. See section D.2 in that report.

D.8 Commissioner for the Environment Covered within Directorate report. See section D.2 in that report.

E.1 Human Resources Management Covered within Directorate report. See section E.1 in that report.

E.2 Learning and Development Covered within Directorate report. See section E.2 in that report.

E.3 Work Health and Safety Covered within Directorate report. See section E.3 in that report.

E.4 Workplace Relations Covered within Directorate report. See section E.3 in that report.

E.5 Staff Profile Covered within Directorate report. See section E.5 in that report.

F.1 Financial Management Covered within Directorate report. See section F.1 in that report.

F.2 Financial Statements Covered within Directorate report. See section F.2 in that report.

F.3 Capital Works Not applicable. F.4 Asset Management Covered within Directorate report. See section F.4 in that report.

F.5 Government Contracting Covered within Directorate report. See section F.5 in that report.

F.6 Statement of Performance Not applicable. G1

Page 241 Annual Report 2013-2014 Appendix B: Board committees that operated in 2013-2014

Curriculum Advisory Committee 2013 Martin Watson Chair Mr Reijer Hilhorst Education and Training Directorate Mr John Alston-Campbell ACT Principals’ Association Ms Gina Galluzzo Catholic Education Office TBA Association of Independent Schools of the ACT Ms Anne Anastasi Association of Parents & Friends of ACT Schools Mr Denis O’Dea ACT Council of Parents & Citizens Associations Mr Trevar Chilver ACT and Region Chamber of Commerce and Industry Mr Philip Roberts University of Canberra

Assessment & Certification Committee 2013 Ms Rita Daniels Chair Mr Ken Gordon Education and Training Directorate Mr Peter Clayden ACT Principals’ Association Mr Michael Lee Catholic Education Office Mr John Folan Association of Independent Schools of the ACT Ms Rebecca Jarman ACT Council of Parents & Citizens Associations Ms Helen Strauch Co-opted member Ms Lyn Mernagh Co-opted member

Vocational Education & Training Committee 2013 Ms Carolyn Grayson Chair Ms Belinda Muir Catholic Education Commission Ms Meredith Joslin Association of Independent Schools of the ACT Ms Helen Grant ACT Principals’ Association Mr Vince Ball ACT Industry Training Advisor Ms Skye Blomfield Canberra Institute of Technology Mr Mike Fitzgerald ACT Trades and Labour Council Ms Jo Powell ACT and Region Chamber of Commerce and Industry Ms Kerrie Sollis ACT Teachers in Vocational Education Association

G1 Ms Ann Goleby Education and Training Directorate TBA ACT Council of Parents & Citizens Associations

Education and Training Directorate Page 242 Curriculum Advisory Committee 2014 Mr Angus Tulley Chair Ms Melissa Planten Education and Training Directorate Ms Jennifer Blackall ACT Principals’ Association TBA Catholic Education Office Mr Andrew Wrigley Association of Independent Schools of the ACT Ms Julie Sengelman Association of Parents & Friends of ACT Schools Ms Amanda Bichard ACT Council of Parents & Citizens Associations Ms Joy Terry ACT and Region Chamber of Commerce and Industry Dr Jenny Chesters University of Canberra

Assessment & Certification Committee 2014 Ms Rita Daniels Chair Mr Ken Gordon Education and Training Directorate Mr Peter Clayden ACT Principals’ Association Mr Paul Carroll Catholic Education Office Mr John Folan Association of Independent Schools of the ACT Mr Matt Williams ACT Council of Parents & Citizens Associations Mr John Stenhouse Co-opted member Ms Lyn Mernagh Co-opted member

Vocational Education & Training Committee 2014 Ms Sue Maslen Chair Ms Belinda Muir Catholic Education Commission Ms Meredith Joslin Association of Independent Schools of the ACT Ms Helen Witcombe ACT Principals’ Association Mr Vince Ball ACT Industry Training Advisor Ms Jennifer Carmichael Canberra Institute of Technology Ms Anne Brown ACT Trades and Labour Council Ms Beth Peters ACT and Region Chamber of Commerce and Industry Ms Helen Uren-Randall ACT Teachers in Vocational Education Association Ms Ann Goleby Education and Training Directorate Mr Matt Williams ACT Council of Parents & Citizens Associations

Accreditation Panel Panel Chair Biology Ms Karin Wunch Chemistry Ms Cate Rosier Design and Technology Mr Terence Pereira Earth Sciences Ms Janet Worontschak English Ms Judy van Rijswijk Fashion and Textiles Ms Cathleen Jackson

Industrial Trades and Technology Mr Stewart Clode G1 Latin Mr Kristofer Feodoroff Mathematics Mr Bruce Macdonald Physics Mr David James Tourism and Hospitality Ms Kaeren Sutherland

Page 243 Annual Report 2013-2014 Appendix C: Institutions delivering courses certificated by the Board

Public colleges Code the Canberra College CBRC Melba Copland Secondary School COPC Dickson College DCKC Erindale College ERNC Gungahlin College GNGC Hawker College HWKC University of Canberra Senior Secondary College Lake Ginninderra LGNC Narrabundah College NARC Lake Tuggeranong College TUGC The Woden School (first certification, December 2013) WODS

Non-Government colleges Code Brindabella Christian College BBCC Burgmann Anglican School BASS Canberra Girls’ Grammar School CGGS Daramalan College DARC St Mary MacKillop College MKCC Marist College Canberra MARC Merici College MERC Orana Steiner School ORAC Radford College RDFC St Clare’s College STCC St Edmund’s College EDMC St Francis Xavier College SFXC Trinity Christian School TRCC

Other ACT institutions Code CIT Vocational College CITC Australian National University (ANU) Secondary College ANUC University of Canberra UNCC

International schools Code Sekolah Cita Buana, Jakarta CBJC International School, Suva ISSC Australian International School, Jakarta and Bali JAIC Coronation College, Lae LAEC Port Moresby International School POMC Kimbe International School, PNG KIMC

Outside Private Providers Canberra Dance Development Centre

G1 Canberra School of Music, ANU Polish Language School Spanish Language and Culture Program in Australia The Australian School of Contemporary Chinese

Education and Training Directorate Page 244 Appendix C: Institutions delivering courses certificated by the Board

Public colleges Code the Canberra College CBRC Melba Copland Secondary School COPC Dickson College DCKC Erindale College ERNC Gungahlin College GNGC Hawker College HWKC University of Canberra Senior Secondary College Lake Ginninderra LGNC Narrabundah College NARC Lake Tuggeranong College TUGC The Woden School (first certification, December 2013) WODS

Non-Government colleges Code Brindabella Christian College BBCC Burgmann Anglican School BASS Canberra Girls’ Grammar School CGGS Daramalan College DARC St Mary MacKillop College MKCC Marist College Canberra MARC Merici College MERC Orana Steiner School ORAC Radford College RDFC St Clare’s College STCC St Edmund’s College EDMC St Francis Xavier College SFXC Trinity Christian School TRCC

Other ACT institutions Code CIT Vocational College CITC Australian National University (ANU) Secondary College ANUC University of Canberra UNCC

International schools Code Sekolah Cita Buana, Jakarta CBJC International School, Suva ISSC Australian International School, Jakarta and Bali JAIC Coronation College, Lae LAEC Port Moresby International School POMC G1 Kimbe International School, PNG KIMC

Page 245 Annual Report 2013-2014 Outside Private Providers Canberra Dance Development Centre Canberra School of Music, ANU Polish Language School Spanish Language and Culture Program in Australia The Australian School of Contemporary Chinese G1

Education and Training Directorate Page 246 quality learning ducati leadership high expectations ANNEX REPORT high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families innovation and improvement communityGOVERNMENT SCHOOLSdevelop training EDUCATIONliteracy, numeracyteachers and COUNCIL science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G2

Education and Training Directorate Page 248 Government Schools Education Council Annual Report 2013-14

A. Transmittal Certificate See covering letter.

B. Performance Reporting

B.1 Organisational Overview

The Government Schools Education Council (the Council) is established in accordance with section 54 of the Education Act 2004 (the Act).

The Council’s functions are to advise the Minister on any aspect of the ACT public school system; and when asked by the Minister, to inquire into and give advice to the Minister on any aspect of the ACT public school system. Under section 66 (1) of the Act the Minister must present a copy of the advice to the Legislative Assembly.

The Council identified the following goals to be achieved in the 2013-14 year: • Maintain a focus on key strategic, higher level issues impacting on public school education in the ACT, in particular the impact of the national agenda in areas of school funding and school empowerment • Consider the challenge of achieving both high equity and high quality in ACT public schools • Consider critically the non-government school registration and approval processes and how they might be improved • Continue to meet with the Non-government Schools Education Council (NGSEC) • Continue to engage in discussion with the Minister and provide advice on matters of importance to the Council. The key issues considered by the Council in 2013-14 were: • Empowered School Leadership – what are the possibilities, benefits and issues for our ACT public schools? • The role of inclusive schools in achieving high quality and high equity • How existing processes and procedures for in-principle approval and registration of non-government schools might be improved and how transparency around these processes might be enhanced. • Achieving real access and participation of all ACT students in the Australian Curriculum • Implementation of the Disability Standards for Education in ACT public schools • School Funding reform and its implications for the ACT • A proposal by the Minister to establish a new school education advisory council to replace the two existing councils

The Minister for Education and Training met with the Council to provide a briefing on current national issues impacting on the ACT and to discuss issues relating to possible enhancements to the existing non-government school registration processes and the feedback she had received from stakeholders on this matter and to.

At Council’s annual meeting with the Non-government Schools Education Council, the Minister provided an update on issues relevant to all education sectors in the ACT. Representatives of the Teacher Quality Institute and school personnel then provided an update on the 2014 implementation of the Teacher Professional Learning Pilot across the three school sectors. G2

Page 249 Annual Report 2013-2014 The Council identified the following items as goals to be achieved in the next reporting period:

• Determine strategies that may enhance the image of public schools within the ACT community and provide advice to the minister on this matter • Consider the ongoing translation, implementation and effectiveness of needs-based funding in the ACT • Consider the characteristics and benefits of community schools and provide advice to the minister on this matter • Consider strategies to increase the number of teachers working in specialist fields with post graduate training and qualifications and the professional standards that might apply for these teachers • Consider changes to the implementation of the Australian curriculum following the review commissioned by the Australian Government.

B.2 Performance Analysis Not applicable.

B.3 Community Engagement and Support Not applicable.

B.4 Ecologically Sustainable Development Not applicable.

C. Governance and Accountability Reporting

C.1 Internal Accountability

The Education Act 2004 (the Act) outlines the conditions under which the Minister may appoint or terminate the appointment of a Council member. As a statutory appointment the Standing Committee on Education, Training and Young Affairs is consulted on proposed appointments.

Sections 56 and 57 of the Act state that the Council must consist of the Director- General and the Minister must appoint the following members of the Council:

• a chairperson • six people who, in the Minister’s opinion, have experience in one or more of the areas of business and commerce, public policy, early childhood care, education, the special needs of young people and teacher education (the community members) • 10 people who, in the Minister’s opinion, represent the views of public school education (the education members), including:

two education members chosen from nominations of the peak organisation representing principals two education members chosen from nominations of the government teacher union two education members chosen from nominations of the peak organisation representing parent associations of public schools two education members chosen from nominations of the peak organisation representing students one education member chosen from nominations of organisations representing school boards one education member chosen from nominations of organisations representing preschool parents.

The council met six times between 1 July 2013 and 30 June 2014 including a joint meeting with the Non-government Schools Education Council in November 2013 to discuss matters of mutual interest. G2

Education and Training Directorate Page 250 Table GSEC 1: Role of council members and number of meetings attended/number of eligible meetings

Member name Role Number Mr Craig Curry Chairperson 6/6

Ms Misty Adoniou Community member 6/6

Ms Jill Burgess Community member 4/6

Ms Deborah Evans Community member 3/6 Ms Lynne Sheville Community member 5/6

Ms Jan Tarbotton Community member 5/6

Ms Alexandra Tolmie Community member 5/6

Mr Roger Amey Education members chosen from nominations of the 5/6 government teacher union

Ms Wendy Cave Education member chosen from nominations of the 6/6 government teacher union Mr Hugh Boulter Education member chosen from nominations of the 5/6 peak organisation representing parent associations of government schools Mr Denis O’Dea Education member chosen from nominations of the 1/6 peak organisation representing parent associations of government schools Ms Indigo Strudwicke Education member chosen from nominations of the 5/6 peak organisation representing students

Mr Patrick O’Connell Education member chosen from nominations of the 5/6 peak organisation representing students

Mr John Darcy Education member representing Canberra Preschool 1/6 Society Mr Shane Gorman Education members chosen from nominations of the 2/6 peak organisation representing principals

Ms Trish Keller OAM Education members chosen from nominations of the 2/3 peak organisation representing principals

Ms Mandy Kalyvas Education members chosen from nominations of the 2/2 peak organisation representing principals

Mr Tim Kinder Education member chosen from nominations of the 3/5 peak organisation representing school boards G2 Ms Diane Joseph Member, Director-General, representing the Education 2*/6 and Training Directorate Ms Leanne Cover * (representing Deputy Director-General 4* Ms Diane Joseph)

Page 251 Annual Report 2013-2014 The Council provided a submission to the 2014 ACT Government Budget with suggestions regarding the level of investments in public education for 2014-15 as follows:

• Building the educational leadership capacity of current and future school leaders to assist in reducing the number of students who are not achieving and ensure all students have access to high quality, evidence- based learning experiences. • Using external evaluation strategies to enhance school performance and professional accountability, and give assurance that our ACT public schools are providing the highest quality education for all students. • Increasing opportunities for Aboriginal and Torres Strait Islander students and their families and communities to participate meaningfully in, and contribute to, individual pathways planning and education and training decision-making generally.

During the reporting period the Council also provided written feedback to the Education and Training directorate on the draft Safe and Supportive Schools Policy and the Gifted and Talented Students Policy. The Council Chair attended the Board of Senior Secondary Studies Recognition of Excellence Ceremonyto acknowledge the successes of ACT students graduating from public schools and the Council was represented at the Student Voice in Preventing Bullying Conference.

The Council also provided Minister with comprehensive advice concerning the existing processes relating to the in-principle approval and registration of non-government schools in the ACT and how these might be enhanced.

Remuneration for the chairperson is determined by the ACT Remuneration Tribunal in accordance with section 10(1) of the Remuneration Tribunal Act 1995. The current determination took effect on 1 November 2013. The chairperson is the only member to receive remuneration.

The Council has no funds for which it is responsible, and therefore does not receive or expend funds. The Education and Training Directorate (the Directorate) provides secretariat and advisory assistance to the Council. The Council may call on directorate staff to address Council meetings or meet with members to discuss particular issues or programs relevant to the work of the Council. If required, the Council would have access to legal advice through the ACT Government Solicitor’s Office.

Council sought and received updates from the Directorate on:

• Access and Participation in the Australian Curriculum • Disability Education Standards Implementation • School Funding Reform.

All new members are provided with the ACT Government Boards and Committees Code of Conduct and asked to sign a Code of Conduct/Conflict of Interest Declaration Form. These documents outline expectations regarding ethical behaviour in order to satisfy standards of probity and accountability that apply to the public sector. These documents also provide information to assist members in identifying, avoiding and disclosing potential conflicts of interest.

C.2 Risk Management and Internal Audit Council operations are regarded as low risk and the Chair has put processes in place to monitor identified risks. No risk mitigation activities have been required.

C.3 Fraud Prevention Not applicable.

C.4 Legislative Assembly Inquiries and Reports Not applicable.

C.5 Auditor-General and Ombudsman Reports Not applicable.

D. Legislation Based Reporting Not applicable.

E. Human Resources Management Reporting G2 Not applicable.

F. Financial Management Reporting Not applicable.

Education and Training Directorate Page 252 For more information contact the Chairperson or the secretariat for the Government Schools Education Council (GSEC): Mr Craig Curry Chair Government Schools Education Council c/- Ministerial and Commonwealth Relations Education and Training Directorate GPO Box 158 CANBERRA ACT 2601

GSEC Secretariat Ministerial and Commonwealth Relations Education and Training Directorate GPO Box 158 CANBERRA ACT 2601 6205 9444 [email protected] G2

Page 253 Annual Report 2013-2014 Education and Training Directorate Page 254 quality learning ducati leadership high expectations ANNEX REPORT high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families innovation and improvement communityNON-GOVERNMENTdevelop SCHOOLStraining EDUCATIONliteracy, numeracyteachers and COUNCIL science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G3

Education and Training Directorate Page 256 Non-government Schools Education Council Annual Report 2013-14

A. Transmittal Certificate See covering letter.

B. Performance Reporting

B.1 Organisational Overview

The Non-government Schools Education Council (the Council) was established under section 106 of the Education Act 2004 (the Act).

The Council’s functions are to advise the Minister on any aspect of non-government schooling and to meet with the Government Schools Education Council to discuss matters of mutual interest. Advice provided to the Minister may be initiated by the Council or may be in response to a request from the Minister. Under section 127 of the Act the Minister must present a copy of the advice to the Legislative Assembly.

The Council identified the following goals to be achieved in the 2013-14 year:

• to meet and advise the Minister about issues related to non-government schooling in the ACT • to monitor the Risk Management Plan • to liaise with the Government Schools Education Council on matters of common interest relating to schools in the ACT • to articulate the strategic directions for non-government schools in terms of the education portfolio in the ACT • to provide a response to any issue requested by the Minister.

The key issues considered by NGSEC in 2013-14 were as follows:

• Teacher Quality Institute – teacher registration particularly for casual relief teachers • Safe and Supportive Schools policy • 2014-15 ACT Government Budget • Australian Government Report on the Review of Funding for Schools • Review of Approval and Registration Processes Applying to Non-government Schools in the ACT • Australian Curriculum; Education and Reform Agenda; National Partnerships.

The Council will continue to monitor the Strategic Directions for Non-government School Education in the ACT.

B.2 Performance Analysis Not applicable.

B.3 Community Engagement and Support Not applicable.

B.4 Ecologically Sustainable Development Not applicable. G3

Page 257 Annual Report 2013-2014 C. Governance and Accountability Reporting

C.1 Internal Accountability

Section 109 of the Education Act 2004 requires the Minister to appoint the following Council members:

• a chairperson

• four people who represent the views of the general community (community members)

• six people who represent the views of the non-government school sector (education members), including:

three education members chosen from nominations of organisations representing Catholic schools

one education member chosen from nominations of organisations representing non-Catholic independent schools

one education member chosen from nominations of the non-government school union

one education member chosen from nominations of organisations representing parent associations of non-government schools.

The Education Act 2004 outlines the conditions under which the Minister may appoint or terminate the appointment of a Council member. As a statutory appointment the Standing Committee on Education, Training and Youth Affairs is consulted on proposed appointments.

During the reporting period, the Council met six times between 1 July 2013 and 30 June 2014 including a joint meeting with the Government Schools Education Council.

Table NGSEC 1: Role of council members and number of meetings attended/number of eligible meetings

Member name Role Number Mrs Narelle Hargreaves OAM Chairperson 6/6

Dr William Maiden PSM Community member and Deputy Chairperson 5/6

Mr Andrew Wrigley Education member 4/6

Mrs Mary Dorrian Education member 6/6

Mrs Catherine Rey Education member 1/6

Mrs Lyn Caton Education member 4/6

Mr Peter Fullagar Education member 2/6

Mr George Gamkrelidze Education member 1/2

Dr Janet Smith Community member 5/6

Ms Prue Clarke OAM Community member 6/6

Mr Paul Sykes Community member 6/6 G3

Ms Julie Sengelman Education member 3/3

Education and Training Directorate Page 258 The Council provided constructive feedback to the Minister regarding the Registration Processes Applying to Non-government Schools in the ACT. A joint meeting was held with the Government Schools Education Council that focused on the roles and responsibilities of the Teacher Quality Institute, particularly teacher registration processes. The Council held a ‘conversation’ with the Minister regarding the position paper ‘Creation of an ACT School Education Advisory Council’.

Remuneration for the chairperson is determined by the ACT Remuneration Tribunal in accordance with section 10(1) of the Remuneration Tribunal Act 1995. The current determination took effect on 1 November 2013. The chairperson is the only member to receive remuneration.

The Council has no funds for which it is responsible; therefore Council does not prepare financial statements. The Directorate provides secretariat and advisory assistance to the Council. The Council may call on directorate staff to address Council meetings or meet with members to discuss particular issues or programs relevant to the work of the Council. If required, the Council would have access to legal advice through the ACT Government Solicitor’s Office.

All new members are provided with the ACT Government Boards and Committees Code of Conduct and asked to sign a Code of Conduct/Conflict of Interest Declaration Form. These documents outline expectations regarding ethical behaviour in order to satisfy standards of probity and accountability that apply to the public sector. These documents also provide information to assist members in identifying, avoiding and disclosing potential conflicts of interest.

C.2 Risk Management and Internal Audit The Risk Management Plan was reviewed by the Council during 2013 and monitored by the Council throughout 2013-14.

C.3 Fraud Prevention Not applicable.

C.4 Legislative Assembly Inquiries and Reports Not applicable.

C.5 Auditor-General and Ombudsman Reports Not applicable.

D. Legislation Based Reporting Not applicable.

E. Human Resources Management Reporting Not applicable.

F. Financial Management Reporting Not applicable.

For further information contact: Non-government Schools Education Council G3 c/- Governance and Assurance Education and Training Directorate GPO Box 158 CANBERRA ACT 2601

Page 259 Annual Report 2013-2014 G3

Education and Training Directorate Page 260 quality learning ducati leadership high expectations high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connectingANNEX with theREPORT community supporting teaching and learning connecting with families innovation and improvement community develop training ACT literacy,TEACHER numeracyteachers and science QUALITYlearning environments earlyINSTITUTE years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G4

Education and Training Directorate Page 262 B. Performance Reporting

B.1 Organisational Overview

The ACT Teacher Quality Institute (TQI) is an independent statutory authority established by the ACT Teacher Quality Institute Act 2010(TQI Act) to build the professional standing of ACT teachers and to enhance the community's confidence in the teaching profession through professional regulation and specific practical initiatives to raise teacher quality.

TQI is a Territory authority for the purposes of the Financial Management Act 1996 (FMA). By a declaration issued by the Treasurer in February 2012 [Financial Management (Territory Authorities) Declaration 2012 (No. 1)], TQI has been exempted from certain provisions of the FMA. Therefore, TQI is not required to produce a detailed statement of intent, statement of performance, or annual financial statement. However, in accordance with the direction issued by the Minister for Education and Training under section 25 of the TQI Act, TQI is required to provide a summary of its income and expenses each financial year in its annual report.

For the purpose of the Annual Reports (Government Agencies) Act 2004, TQI comes within the definition of 'public authority'. Accordingly, TQI has prepared this annual report to comply with section 6(1) of that Act and in accordance with the requirements referred to in the Chief Minister's Annual Report Directionsissued under section 9 of that Act. This annual report also addresses all the matters required by section 26 of the TQI Act.

Our Vision

TQI is a key enabler of a high quality teaching workforce in the ACT.

Our Values

TQI values set out In TQI's Strategic Plan 2011-2014 are: • Respect • Integrity • Collaboration • Excellence • Innovation.

Our Role

Since its beginning in 2011, the focus of the Teacher Quality Institute has been on integrating quality measures into professional regulation as teachers enter and progress through career stages in the profession. TQI emphasises collaboration across all sectors in school education, promotes professional learning and networking between sectors and provides online facilities for teachers to maintain professional development records in a simple and readily accessible form.

TQI has statutory responsibility for the functions set out in section 11 of the TQI Act which are to: • register or grant permits-to-teach to eligible people • keep a register of, and records relating to, teachers working or intending to work in the ACT • promote and encourage the continuous professional learning and development of teachers, and increased levels of skill, knowledge, expertise and professionalism • determine standards for, facilitate and issue directions for, the ongoing professional learning and development of teachers • develop and apply codes of practice about the professional conduct of teachers • determine standards, including assessment and certification standards, for the profession • accredit education programs for pre-service teachers and teachers.

Our structure

TQI is governed by a Board comprising key ACT education stakeholders, the teaching profession, and the ACT community. Current Board membership is set out below at C.1. G4

TQI began operations from 1 January 2011, headed by the Chief Executive Officer, Ms Anne Ellis, and is supported by a small staff of 10.6 FTE.

Owing to its modest budget and staff resources, TQI has established administrative arrangements with the Education and Training Directorate in relation to some financial accounting and internal audit matters.

Page 263 Annual Report 2013-2014 B.2 Performance Analysis

Overview

TQI completed its third full financial year of operations on 30 June 2014. In the reporting period, key priorities identified in the TQI’s Strategic Plan 2011 – 2014 have been achieved. In particular: • governance and compliance frameworks have been implemented in line with legislative requirements • accreditation of teacher education programs has commenced • the Australian Professional Standards for Teachers have been promulgated • cross-sectoral collaboration with ACT schools and universities is successfully embedded in TQI’s practice • TQI has contributed to national and local research relevant to teacher professional standards and learning • implementation of the Code of Professional Practice and Conduct for Teachers.

Regulatory framework for the teaching profession in the ACT

The TQI Act provides an integrated framework for the regulation of the teaching profession in the ACT with the underlying goal of improving the quality of ACT teachers in accordance with national professional standards and national agreements for education reform.

In the reporting period, the final key parts of the framework were formally put in place.

The following regulations, disallowable instruments, and notifiable instruments were promulgated: • Amendment of TQI Regulation 2010– prescribed mandatory professional development and professional practice requirements for initial teacher registration and renewal of registration • TQI Notifiable Instrument (NI2014-53) – prescribed directions under s.38 of the Act setting out requirements for annual mandatory professional learning targets for teacher registration renewal • Disallowable Instrument (DI2014-22) - prescribed the Code of Professional Practice and Conduct for the teaching profession in the ACT • TQI Notifiable Instrument (NI2013-491) – prescribed the Australian Professional Standards for Teachers as standards for the ACT Teacher Quality Institute Act 2010.

The intended impact of each of these initiatives is discussed below.

(i) Mandatory Professional Learning and Professional Learning targets

The regulatory framework mandates minimum professional learning requirements for the renewal of registration. These requirements are intended to ensure that members of the profession remain up-to-date in their knowledge and practice, which in turn will enhance their performance as teachers.

The introduction of mandatory Professional Learning for ACT teachers has been implemented after consultation with teachers, unions and employers over the preceding two years. It brings the profession into line with other professions in the Territory and with the teaching profession in other jurisdictions in Australia and New Zealand. The minimum 20 hours of required professional learning per year is comparable to that of other professions and is designed both to promote improvements in teacher quality and to enhance community confidence in the profession.

The communication strategy adopted for the new mandatory professional learning requirements included production of an online multi-media presentation describing the arrangements. The link to the presentation was sent to all registered teachers as well as to employers and is publicly accessible via the TQI website: http://www. tqi.act.edu.au/professional-learning.

TQI has collaborated with a large number of ACT schools and other recognised providers of professional development programs to accredit programs for teacher professional learning and development. The accreditation process is designed to ensure consistency and quality of all professional development programs being offered in the ACT. Ninety seven percent of ACT schools are currently Recognised Providers and have the capacity to submit professional learning programs for accreditation. Over 60 external providers have been

G4 assessed as having the educational and management capacity to become recognised providers of professional learning programs.

Education and Training Directorate Page 264 Table TQI 1: Teacher professional learning programs are accredited by TQI against criteria linked to the Australian Professional Standards for Teachers Standards based Developing professional knowledge, practice and engagement • As outlined in the Australian Professional Standards for Teachers and Australian Professional Standard for Principals. Relevant Supporting teacher learning priorities, student learning and engagement with learning and wellbeing • Linked to student learning and individual/school needs, based on current research, aligned to Australian curriculum frameworks, system and employer priorities; designed for adult learners. Collaborative Enhancing teacher and leader quality and agency • Through professional collaboration, collective inquiry, reflection with peers and experts, enhancing professional learning communities. Future focussed Promoting teacher and leader innovation and feedback for next practice • In response to current and emerging challenges; prompting research, innovation and skill development to broaden repertoire.

The professional development programs accredited as at 30 June 2014 are listed at Attachment 1 of this report. The Register of Accredited Programs is updated continuously on the TQI website.

(ii) The Code of Professional Practice and Conduct for Teachers

The Code sets out the principles which TQI expects members of the teaching profession in the ACT to uphold. These principles: • guide ethical teacher practice and professional behaviour • enable the profession to affirm its public accountability • promote confidence in the teaching profession. To conform with the Code, teachers should demonstrate the following in their professional practice: • personal and professional integrity • respect for others and for community expectations • acceptance of responsibility for their contribution to the profession and through it to the community.

Teachers have been advised that compliance with the Code is now a condition of their registration.

(iii) Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers reflect and build on national and international evidence that a teacher’s effectiveness has a direct impact on student achievement. The Standards represent an analysis of an effective, contemporary practice by teachers throughout Australia. They articulate what teachers are expected to know and do at four career stages: Graduate, Proficient, Highly Accomplished and Lead. The Standards provide nationally consistent language to assist teachers and pre-service teachers reflect on and talk about their own practice and to understand and mentor their colleagues.

In the reporting period, implementation of the national Standards for Teachers included a second round of certification of teachers against the higher levels of the Standards: Highly Accomplished and Lead Teacher. On 11 December 2013 the Minister for Education and Training, Ms Joy Burch MLA, presented certification awards to 24 teachers from all education sectors in the ACT who had been successfully assessed against these levels in 2012 and 2013. Awards were also received by 35 teachers who had trained as certification assessors in 2012-13. The 2014 round of higher level certification began in May 2014.

As a complementary step, TQI continued to deliver the ACT Teacher Mentor Program in collaboration with the Education Institute of the University of Canberra, and to host the cross-sectoral teacher mentoring network. In 2013-14 seven course modules were provided to 251 teachers.

All of the elements of the regulatory framework described above are applied in an integrated manner to encourage a professional approach to teaching as a practice. The framework integrates regulation of professional practice and conduct with the enhancement of teacher professional capabilities and quality.

Other Initiatives G4

In the reporting period the Minister requested TQI to begin a project to review opportunities to improve teacher quality through enhancements to the professional experience component of pre-service teacher programs. This project to identify optimal conditions for quality professional experience is being planned in collaboration with schools, the University of Canberra and the Australian Catholic University.

Page 265 Annual Report 2013-2014 In June 2014 TQI provided advice to the Minister supporting her submission to the Commonwealth Teacher Education Ministerial Advisory Group (TEMAG) review of initial teacher education. The TQI submission set out the cross-sectoral initiatives taken by TQI to foster teacher mentoring, coaching and standardised practicum reporting for pre-service teachers attending ACT universities.

Stakeholder Relationships

TQI has maintained strategic relationships with national bodies such as AITSL, ATRA, the Australian Council on Educational Leadership (ACEL) and the Australian Council on Educational Research (ACER), as well as with key education stakeholders within the ACT. In May 2014 the Chief Executive Officer launched the ACER publication by Canberra academics Dr Michael Gaffney and Dr Rhonda Faragher – Leading Improvements in Student Numeracy– which reported on national school-based research into strategies for improving student numeracy, a recognised priority for the ACT.

In June 2014 thirteen briefing sessions were provided by TQI for all ACT principals and some assistant/deputy principals (230 attending) on the basic regulatory framework for the teaching profession in the ACT. The aim of the sessions was to ensure that ACT school leaders were aware of their responsibilities under the integrated regulatory and quality improvement framework and the responsibilities and roles played by schools in key regulatory functions. Principals were also briefed on the reporting capabilities of the TQI professional learning system aimed at supporting the management of required professional learning at a school level.

In the reporting period TQI provided eleven cross-sectoral workshops to support progression of provisionally registered teachers to full registration, with over 600 teachers attending.

Sixteen workshops were provided to support schools with the application for accreditation of professional learning programs, with over 550 teachers attending. Cross-sectoral collaboration has also included interactive workshops to assist ACT teachers and school leaders use the Standards to support teacher reflection and professional conversations, prepare and assess Standards evidence and annotation at the Graduate and Proficient level and prepare for certification assessment.

Outlook

In 2014-15 TQI will focus on embedding the mandatory professional learning for renewal of registration, as well as preparing to implement the professional practice requirements of the regulatory framework for the teaching profession in the ACT.

TQI will continue its promotion of the use of the Australian Professional Standards for Teachers and the certification of teachers against the higher levels of the standards.

In addition, emphasis will be given to collaboration with the universities and teacher employers on initiatives to improve the quality of entrants to the teaching profession and the improvement of pre-service teacher education programs, in particular the effectiveness of the professional experience component of programs.

The business system will be enhanced to provide a digital portfolio for teachers that enables them to collate evidence of their career progression, based on practices already implemented in the Universities. TQI will also revise its Strategic Plan in line with legislative responsibilities and government priorities. C. Governance and Accountability Reporting C.1 Internal Accountability

Section 15(4) of the TQI Act sets out the composition of the TQI Board and requires the Minister to appoint the members of the Board other than the Chief Executive Officer. The appointment of a member, other than the Chief Executive Officer, must be for a term of no longer than three years. The Chief Executive Officer is a non- voting member of the Board.

Remuneration for the Chair is determined by the ACT Remuneration Tribunal in accordance with the provisions of the Remuneration Tribunal 1995. Other members of the Board are not entitled to be paid for the exercise of their Board functions.

The Board met on four occasions during the reporting period:

G4 • 2 August 2013 • 26 November 2013 • 25 March 2014 • 24 June 2014.

Education and Training Directorate Page 266 Five appointments were made to the Board during the reporting period. Three of the appointments filled vacancies which were reported on during the previous reporting period (2012/13) as follows: • Mr Michael Lee, Principal, St Mary MacKillop College, Canberra appointed to represent teachers and principals of non-government schools • Ms Moira Nadjecki, Director of Catholic Education, Catholic Education Office appointed as the nominee representing the Archdiocese of Canberra and Goulburn Catholic Education Office • Mr Glenn Fowler, Secretary, Australian Education Union, ACT Branch appointed as the nominee representing the Australian Education Union.

Mr Phillip Heath who represented the Association of Independent Schools resigned from the Board on 27 November 2013.

Ms Anne Coutts, Principal, Canberra Girls’ Grammar School was appointed to fill this vacancy following nomination by the Association of Independent Schools.

Professor Denis Goodrum did not seek re-appointment as Board Chair at the expiry of his term on 16 May 2014. Dr William Maiden was appointed as Board Chair on 30 May 2014.

All of these appointments are for a period of three years.

Board meeting attendance as at 30 June 2014: Table TQI 2: TQI Board members and meeting attendance during reporting period Member Qualifications Role Number of meetings attended 2013/14

Professor Denis Goodrum BSc, DipEd, MEd, EdD, FACE Chair 3 Dr William Maiden TeachCert, BA, MLitt, MEdAdmin, PhD, Chair 1 FACE, FACEL(ACT) Ms Anne Ellis BA, DipEd, GradDip (InfMgt), FACEL Chief Executive Officer, 4 TQI Associate Professor Carolyn PhD, MEd, BEd, DipTeach, TPTC, FACE and Australian Catholic 4 Broadbent FACEL BSc, FACEL University, ACT Campus Ms Diane Joseph BSc, FACEL Director-General, 3 Education and Training Ms Moira Najdecki MEdLeadership, GradDip (Religious Ed), Catholic Education 4 GradCert (Religious Ed), MA, DipEd, BA Office

Ms Lyn Caton DipEd, GradCert Religious Ed, DipA (App) NSW/ACT Independent 4 Education Union Ms Wendy Cave BEd, DipEd Teaching profession in 4 government schools

Mr Glenn Fowler BA(Hons),GradDipEd Australian Education 3 Union, ACT Branch

Mrs Narelle Hargreaves BEd, FACE, FACEL Community 4 representative Mr Phillip Heath BA(Hons), MA(Hons), DipEd, FACE, MACELAssociation of 2 Independent Schools of the ACT Ms Anne Coutts BSc(Hons), GradCertEd, MEd Association of 2 Independent Schools

of the ACT G4 Mr Michael Lee BA, GradDipEd, GradDip (Religious Ed), Teaching profession 3 MEd in non-government schools Professor Geoffrey Riordan BEd, MEdAdmin, PhD University of Canberra 3

Page 267 Annual Report 2013-2014 Board Committees

Registration Committee

The Registration Committee provides expert advice on the application and development of policy of the Board on issues relating to: • full or provisional registration or permit to teach; • renewal of, and issues related to, full or provisional registration or permit to teach; and • conditions of registration in relation to eligibility (apart from conditions concerned with suitability to teach). The Registration Committee discusses and provides expert advice on qualification matters.

The members of the committee during the reporting period were: • Professor Denis Goodrum (Chair)/Dr William Maiden (Chair) • Ms Anne Ellis (TQI CEO) • Associate Professor Carolyn Broadbent (University representative) • Ms Lyn Caton (Union representative) • Ms Lyn Smith (non-government schools representative) • Mr Michael Bateman (government schools representative) • Mr Jari Teivonen (Senior Registration Supervisor, TQI).

Teacher Education and Accreditation Committee

The Teacher Education Accreditation Committee(TEAC) provides advice and recommendations to the Chief Exec- utive Officer and the TQI Board on teacher education courses, professional learning and development in relation to the accreditation of programs for teachers. The members of the committee during the reporting period were: • Mrs Narelle Hargreaves (Chair) • Ms Anne Ellis (TQI CEO) • Ms Lyn Smith (Catholic Education Office) • Ms Coralie McAlister (Education and Training Directorate) • Ms Anne Marie Marek (Catholic Principals’ Association) • Ms Jennifer Hall (Government Principals’ Association) • Mr Andrew Wrigley (Association of Independent Schools) • Associate Professor Wayne Hawkins (University of Canberra) • Dr Rhonda Faragher (Australian Catholic University) • Mr Roger Amey (Australian Education Union); • Ms Berna Simpson (Independent Education Union) • Ms Wendy Cave (TQI Board member) • Ms Claudia Hale (TQI).

ICT Project Board The cross sectoral ICT Project Board continued to meet to oversee the strategic direction, financial accountability and operational progress of the business system development project. The Project Board can escalate project risks or issues to the Steering Committee (TQI Board). No risks or issues were escalated. The members of the Project Board during the reporting period were: • Ms Robin Hutchison (Chair, TQI) • Ms Carol Rohead (TQI) • Ms Anna McKenzie (TQI) • Mr Andrew Wrigley (Association of Independent Schools) • Ms Helen Casey (Catholic Education Office) • Ms Coralie McAlister (Education and Training Directorate) • Ms Jessica Ho (Shared Services ICT)

G4 • Mr Terry Ryan (Dialog) (non voting).

Education and Training Directorate Page 268 C.2 Risk Management and Fraud Control

As part of its initial Strategic Plan, the TQI undertook a comprehensive risk assessment of its operating environment. That assessment, and the strategies identified to mitigate the identified risks, has informed the subsequent work and development of TQI’s policies and procedures.

The TQI is also mindful of the possibilities of fraud in its daily operations. In particular, the TQI has implemented specific checks and balances to minimise the risk of frauds occurring in relation to its regulatory functions. D. Legislation Based Report Requirements of the ACT Teacher Quality Institute Act 2010

Section 26 of the TQI Act require that TQI’s annual report include: a. a copy of any direction given by the Minister under section 25 of the Act – no directions were given during the reporting period b. a statement by TQI about the action taken to give effect to a direction – not required c. as at 30 June 2014 there were 7706 approved teachers. Of these 843 were newly registered during the reporting period. 689 teachers did not renew their registration in 2014, resulting in a net increase of 154 d. the education programs available for the professional learning and development of teachers – the Teacher Education and Accreditation Committee (TEAC) met a total of six times in the reporting period to provide advice and recommendations to the Chief Executive Officer and Board e. on professional learning programs. Since November 2013, 280 professional learning programs have been accredited. (See Attachment 1) f. the current assessment and certification standards that are required to be met by teachers (see Attachment 2).

D.1 Public Interest Disclosure

The Public Interest Disclosure Act 2012 defines the types of wrongdoing that fall within the definition of disclosable conduct. Disclosable conduct includes any activity by an individual or an ACT Public Sector entity that: • is illegal • misuses or wastes public money or resources • is misconduct • is maladministration • presents a danger to the health or safety of the public • presents a danger to the environment.

No disclosures were received in the 2013-14 reporting period.

D.2 Freedom of Information

The ACT Freedom of Information Act 1989 (the FOI Act) aims to extend, as far as possible, the right of the community to access information in the possession of the ACT Government. As an ACT Government authority, the FOI Act applies to TQI.

This right of access is limited by certain exceptions and exemptions specified in the FOI Act. These include the private and business affairs of persons in respect of whom information is collected and held by TQI. As well, the TQI Act limits access to the personal information held on individual teachers on the teachers’ register maintained by TQI (see, in particular, Div 4.4 of the TQI Act).

TQI has prepared the following statements under sections 7, 8, and 79(2), of the FOI Act.

The Section 7 Statement concerns the publication of information about functions and documents of TQI. The Section 8 Statement refers to documents in the possession of TQI that are available for inspection. The Section 79(2) statement details the actual requests for access to documents under the FOI Act in the reporting period.

Section 7 Statement

Organisational functions and powers G4

TQI administers the TQI Act. The organisational functions and powers of TQI under that Act are described in Section B.1 of this Report.

Page 269 Annual Report 2013-2014 Documents available on request and without charge

Documents within this category include publications produced by TQI on various aspects of its activities.

Documents available under the FOI Act

Such documents may include: • general records, including minutes of meetings, agendas, background papers, and policies • administrative records including correspondence • personnel records • records held in connection with TQI functions • financial ecordsr • contracts. People seeking information are encouraged to first contact TQI before using the more formal FOI process. For more information contact: ACT Teacher Quality Institute 02 6205 8867 [email protected]

Section 8 Statement

Section 8 of the FOI Act requires TQI to make available a list of documents TQI staff use when making decisions. The principal documents are: • Teacher Registration and Permit to Teach Policy • Teacher Registration Qualifications Policy • Australian Qualifications Framework • Australian Professional Standards for Teachers.

Section 79(2) Statement TQI received no FOI requests during the reporting year.

D.4 Territory Records Act

The TQI Records Management framework, developed in accordance with the Territory Records Act 2002, in- corporates an electronic document records management system (EDRMS) to facilitate the management of TQI records. The EDRMS approach includes the provision of online self service functions to TQI stakeholders, with direct mapping to TQI’s core business system. Integration between the business system and TRIM is a key com- ponent of the framework. E. Human Resources Management Reporting E.5 Staffing Profile

TQI staffing has been supplemented by seconded staff from schools across the sectors for specific programs but remains small (10.6 FTE). In the reporting period, the ACT Government remained the primary source of financial resources for TQI.

TQI staff have attended professional learning organised within the organisation and external programs. This has included interstate network meetings with other jurisdictions, administrative courses, International English Lan- guage Testing System workshops, first aid training and internal training on the TQI business system. F. Financial Management Reporting F.1 Financial Management Analysis

TQI continues to operate in a sound financial manner. The ACT government and revenue from registration appli- cation fees remains the primary source of finance for TQI. The surplus in 2013-14 is due to the seasonal nature of registration application fee income. G4 F.2 Financial Statements

The summary report below shows the details of income and expenses for TQI for the financial year 2013-14 in accordance with the direction issued by the Minister for Education and Training under section 25 of the Act.

Education and Training Directorate Page 270 Note Actual No. 2014 $’000

INCOME

Revenue Government Payment for Output 1 975 Interest 49 Other Revenue 2 815 Grants 3 446 Total Revenue 2,285

EXPENSES Employee Expenses 1,406 Superannuation Expenses 171 Supplies and Services 4 329 Establishment Expenses - Total Expenses 1,906

Operating (Deficit)/Surplus 379

Notes forming part of revenue and expenditure: 1. The appropriation is drawn down by the Education and Training Directorate and passed on to TQI. 2. Other Revenue consists of own source revenue from registration fees. 3. Grants primarily associated with the Reward for Great Teachers National Partnership.

4. Supplies and Services consists of: 2014 $’000 Property Maintenance 11 Materials and Services 184 Travel and Transport 21 Administrative 44 Financial 2 Operating Lease 67 329 G4

Page 271 Annual Report 2013-2014 F.3 Capital Works

TQI continued with a phased implementation of its business system and online capabilities. Unexpended funds from the original capital budget allocation in 2012-13 were rolled over in accordance with ACT Government procedures, to ensure that business system development was paced to align with emerging national teacher quality initiatives and national requirements for consistent teacher registration. The TQI ICT model focuses on providing online self service functions for approved teachers and other stakeholders, with a strong emphasis on system integration to reduce duplication of data, maintain data quality and optimise efficiency of operations.

Achievements in the reporting period include: • enhancements to the business system and portal to support the introduction of Working with Vulnerable People registration requirements for teachers • development and delivery of Professional Learning functions to support teachers, schools, Professional Learning providers and program accreditation assessment processes • provision of self service function to allow teachers to update their employment information • delivery of easy to use and security/privacy compliant password reset facilities for online users • ongoing delivery of business system automated workflows and data reporting functions for operational efficiency • continued participation in national data collection.

F.5 Government Contracting

Procurement processes undertaken by TQI comply with the ACT Government procurement legislative framework. Procurement decisions are authorised by the appropriate delegate within TQI. TQI utilises whole of government procurement arrangements to seek advice and support in relation to procurement and contract management issues.

For more information contact: The secretariat, the Chief Executive Officer or the Board Chair of TQI: Secretariat: ACT Teacher Quality Institute

Ms Anne Ellis Chief Executive Officer ACT Teacher Quality Institute

Dr William Maiden Board Chair ACT Teacher Quality Institute

PO Box 263 JAMISON CENTRE ACT 2614

Telephone: 02 6295 8867 G4

Education and Training Directorate Page 272 Attachment 1

2013-14 Accredited Professional Learning Programs

Non school based Professional Learning

Program name ‘Healthy Active Kids’ on-line Program Australian Institute of Sport 2014 Annual ACTMEN Conference ACT Music Educators Network Inc ACT Teacher Mentor Program Day-1 Education Institute, University of Canberra ACT Teacher Mentor Program Days 2-3 Education Institute, University of Canberra ACTATE Sharing the Secrets of Success ACT Association for the Teaching of English (ACTATE) 2014 ACTivate 2014 Peak Phys Ed African Drumming Course Drum Effect Building Learning Power in Practice Better Learners Australia Pty Ltd Byte-Sized Digital Technologies Information Technology Educators ACT Curating Digital Collections for the Syba Signs Australian Curriculum Workshop Curriculum of giving for student and staff Education Institute, University of Canberra wellbeing and engagement (One Day) Curriculum of giving for student and staff Education Institute, University of Canberra wellbeing and engagement (two hour) Developing Inquiry-Based Science Lessons Questacon Technology Learning Centre Differentiated Instruction for Language Big Scope Teachers Differentiating the Curriculum Promoting Learning International Effectively Managing Challenging Big Scope Behaviours in the classroom Food&ME Nutrition Education Nutrition Australia ACT Incorporated Foundation Conducting and Musician Instrumental Music Program Management Course Fun with Music Art ANU Music Program Guided Inquiry Design for the Australian Syba Signs Curriculum: Putting it into Practice Hands-On Design Thinking Questacon Technology Learning Centre Hands-On History: European Scientists and Questacon Technology Learning Centre Experiments Hands-On Science Activities to Inspire Questacon Technology Learning Centre Students and Teachers Identifying and planning for gifted students Big Scope in 21st century classrooms Inquiry-based Learning Skills for Early Questacon Technology Learning Centre Career Teachers Inquiry-based Learning Skills for Early Questacon Technology Learning Centre Career Teachers: Primary and Secondary Inquiry-based Learning Skills for Teachers Questacon Technology Learning Centre Introduction to Montessori Music Montessori Australia Foundation G4 Learn the Piano in 3 Hours ANU Music Program Making it Up. Improvisation Workshop ANU Music Program Mathletics Certification Level 1 3P Learning Australia Pty Limited Mathletics Certification Level 2 3P Learning Australia Pty Limited

Page 273 Annual Report 2013-2014 Program name MEP Basic : Singing Outreach ANU Music Program MEP Early Childhood Basic Course ANU Music Program MEP Primary Basic Course ANU Music Program Moderation Day Leader Workshop Board of Senior Secondary Studies Music Across the Curriculum ANU Music Program Musica Viva Teacher Forum: The Culturally Musica Viva Australia Diverse Music Classroom National Visual Art Education Conference National Gallery of Australia Neuroscience and Music Education Instrumental Music Program Pedagogy : An Indigenous Perspective NSW ACT Independent Education Union Personal and Professional Strategies for DFL Coaching and Training Successful Teachers Playing with Grammar in the Early and ALEA Primary Years Positive Partnerships: Supporting School Partnerships between Education and the Autism age students on the autism spectrum (1) Community Positive Partnerships: Supporting School Partnerships between Education and the Autism age students on the autism spectrum (2) Community Positive Partnerships: Supporting School Partnerships between Education and the Autism age students on the autism spectrum (3) Community Quality Learning Leadership Capacity Quality Learning Australia Pty Ltd Building Seminar with David Langford (2- days) Resourcing for the Australian Curriculum: Syba Signs Building Digital Collections Spelling in the Primary School Years: Part Tessa Daffern One Spelling in the primary school years: Part Tessa Daffern two Supporting Students with Autism Spectrum Big Scope Disorder in the Classroom Taking the Load Off Big Scope Teaching English in Years 7 - 12 ACT Association for the Teaching of English (ACTATE) Teaching Music: Techniques Inspired by Big Scope Orff Technology in the Music Classroom Orff Schulwerk Association of NSW Inc. The Creative iPad Classroom Big Scope Understanding Differentiated Instruction Big Scope for Beginning Teachers Using Digital Communication Technology Questacon Technology Learning Centre for Science Lessons Using simple instruments to enhance ANU Music Program music-making Using writers’ workshop to improve ALEA students’ writing G4

Education and Training Directorate Page 274 School based Professional Learning programs Provider 10 Essential Skills Belconnen High A School Based Approach for Catering for Students’ St Anthony’s Parish Primary Social and Emotional Needs

Accepting the Challenge: Action Inquiry Program 2014 Central Office ETD

Accidental Counselling Workshop Burgmann Anglican School ACER: National School Improvement Tool (NSIT) Central Office ETD

ACT Asia Forum: Leading Asia Education in 21st Century Central Office ETD Schools Action Research Cranleigh 2014 Cranleigh School Advanced Skills: Coaching Teachers in Essential Skills Central Office ETD

Advancing Effective Classrooms: Assessment for Learning Weetangera Primary

An Introduction to The Art & Science of Teaching Lake Tuggeranong College

Assessment for Learning Red Hill Primary Assessment for Learning Caroline Chisholm School Assessment for Learning – A Whole School Approach Calwell Primary

Assessment for Learning Caroline Chisholm School - Caroline Chisholm School workshops 3-7 Assessment in the PYP Canberra Girls’ Grammar School Australian Curriculum - An Introduction to Geography St Bede’s Primary

Australian Curriculum links and the IB Miles Franklin Primary Australian Curriculum: Geography Central Office ETD Beginning the PLC Journey Canberra High Best Practice in Literacy Learning Good Shepherd Primary Bloomin’ Appy Canberra Girls’ Grammar School Canberra REAIE Network Canberra Grammar School Capacity 2: Change Leadership Program Central Office ETD Career Adviser Mentor Program Central Office ETD Catering for Diversity Gungahlin College Challenged Based Learning Duffy Primary CHANGE2 Central Office ETD Chapman Primary PALLs Reading Institutes - Reflection & Chapman Primary Application Chatz with Jatz St Edmund’s College Circle Time: Strengthening Relationships in the P-10 Central Office ETD Classroom COG - Conversations that enable Opportunities for Good Shepherd Primary Growth Collaborative Coaching @ Amaroo Amaroo School Collaborative Problem Solving Canberra High

Collaborative Problem Solving Central Office ETD G4

Page 275 Annual Report 2013-2014 School based Professional Learning programs Provider Colleges Conference 2014 Gungahlin College Combined EALD, Literacy and Numeracy Professional Central Office ETD Learning Forum Communication@Malkara Malkara School Communities of Practice Campbell High Communities of Practice at Dickson College Dickson College

Community Engagement and the Importance of Trust in Hawker Primary Schools Cooperative Reading Gordon Primary Count Me In Too (CMIT) Central Office ETD Creating a positive learning community Canberra Montessori School Creating a positive school culture Curtin Primary Critical analysis of students’ reading as a tool to inform Canberra Girls’ Grammar School future teaching Cultivating Thinking through a Culture of Contemplation Burgmann Anglican School

Cultural competence in the Preschool Curriculum Yarralumla Primary

Culture of Grace Covenant Christian School Curriculum Differentiation Lyneham High Curriculum, Assessment and Reporting Melrose High Defining Beliefs and Aligning Practices at Mt Rogers Mount Rogers Primary

Developing a Community of Practice (CPL Program) Canberra Grammar School

Developing a Sense of Number Across the School Holy Trinity Primary

Developing Critical and Creative Thinking Burgmann Anglican School

Developing Effective Teacher Learning Communities Holy Trinity Primary

Differentiation For All Mother Teresa Primary School Differentiation, Curriculum and Student Engagement Alfred Deakin High

Disability Standards for Education and Reasonable Ad- Narrabundah College justment of Assessment Items

Early Childhood Education Network Sessions: (Session 2 Central Office ETD 2014) Early Childhood Education Network Sessions: North/ Central Office ETD Gungahlin (Session 1 2014)

Engaging Students and Personalising Learning in the Amaroo School Senior Years English as an Additional Language Teachers’ Professional Central Office ETD Learning Forum Enhancing school unity St John the Apostle Primary Enhancing Social Emotional Learning Majura Primary Evidence Based Practice Melrose High First Steps Spelling Central Office ETD G4 First Steps Writing (2nd edition) Holy Spirit Primary

Education and Training Directorate Page 276 School based Professional Learning programs Provider Flipped Classroom Learning Telopea Park School Formative Assessment Amaroo School Formative Assessment Macgregor Primary Formative Assessment in Practice Richardson Primary Gordon Primary Curriculum Induction Gordon Primary Guiding Circles and Hope Filled Engagement Central Office ETD

Hawker College as a Community of Learning Hawker College

High Order Thinking for the 21st century: More than Canberra High just a catch cry Pat Hipwell

How do I guide students to become more effective St Jude’s Primary writers and spellers? Implementing spelling skills and strategies to improve St Matthew’s Primary practice Implementing Understanding by Design to develop St Thomas Aquinas Primary quality Religious Education Programs

Improving Outcomes for Students St Mary MacKillop College Improving Outcomes with a Well-Being and Kingsford Smith School Engagement Curriculum for Students and Staff

Improving Outcomes with a Well-Being and University of Canberra Senior Secondary Engagement Curriculum for Students and Staff College, Lake Ginninderra

Improving Staff and Student Wellbeing and Narrabundah College Achievement through a Curriculum of Giving

Improving student outcomes - Visible Learning Kingsford Smith School

Improving Teaching through Peer Observation Mount Stromlo High School

Inquiry Learning Melba Copland School Integrating ELYF and NQS into Montessori curriculum Yarralumla Primary

Integrating the teaching of spelling into your reading Aranda Primary and writing program Intentional Teaching Fraser Primary Intercultural Understanding and Asian Canberra Grammar School “Transformational “ Engagement at CGS International Baccalaureate Workshops – Language B Narrabundah College Indonesian Introduction to Second Step Central Office ETD Introduction to Teacher Mentoring Canberra Grammar School Kaleen & Giralang Primary Building the capability of our Kaleen Primary teams Kaleen KidsMatter Kaleen Primary

Kaleen KidsMatter Component 1 - workshop 1 Kaleen Primary G4

Kaleen Primary KidsMatter – Component one, Kaleen Primary workshop 2 Engaging Fathers in their child’s education

Kids Matters Component 2 Gordon Primary

Page 277 Annual Report 2013-2014 School based Professional Learning programs Provider Kids Matters Component 2 Gordon Primary KidsMatter: Component 2 & 3 St Thomas Aquinas Primary Kingdom Living in the Classroom Emmaus Christian School Kulture Break: Every Chance to Dance Central Office ETD Lanyon Cluster Action Research Lanyon High Leading Literacy Phase: 1 Erindale College Macquarie Primary School Teacher Inquiry Program Macquarie Primary (MPSTIP) Making appropriate adjustments for students with Sts Peter and Paul Primary disabilities Making Maths Meaningful Holy Family Parish Primary School Making Maths Meaningful Part 2 Holy Family Parish Primary School Making the PYP Happen Miles Franklin Primary Mathematics Framework St Michael’s Primary Mathematics Framework Rosary Primary Mathematics Professional Learning (Inquiry Based Maribyrnong Primary Approach) MCC Andrew Fuller Jan 2014 Marist College Mentoring @ Rosary Rosary Primary Microteaching Emmaus Christian School Middle Years Mental Computation (MYMC) 1. Introduction Central Office ETD

Middle Years Mental Computation (MYMC) 2. Addition and Central Office ETD Subtraction Middle Years Mental Computation (MYMC) 3 Multiplication Central Office ETD and Division Middle Years Mental computation at Red Hill Red Hill Primary Mindfulness@Malkara Malkara School Mindset Lyneham High MTS Numeracy 2014 POA Mother Teresa Primary School MYMC Fractions Central Office ETD Namadgi Formative Assessment PLC’s Namadgi School Narrabundah College Quality Teaching Rounds Narrabundah College Nationally Consistent Collection of Data School Students St Bede’s Primary with a Disability Numeracy - WLAM St Vincent’s Primary Numeracy and Differentiation Lyneham Primary Numeracy for the Twenty First Century Holy Spirit Primary Off the Shelf 1: Stratosphere St Mary MacKillop College Online Learning: Dyslexia and Significant Reading Central Office ETD Difficulties Online Learning: Motor Coordination Difficulties (MCD) Central Office ETD

Online Learning: Speech, Language and Communication Central Office ETD Needs (SLCN)

G4 Online Learning: Understanding Hearing Loss Central Office ETD PALLs (4): Designing/Implementing/Monitoring Reading 22 Central Office ETD Jan 2014 PALLs ACT Reading Institute (1) 29 January 2014 Central Office ETD

Education and Training Directorate Page 278 School based Professional Learning programs Provider PALLs ACT Reading Institute (2) 30 January 2014 Central Office ETD PALLs Reading Institute (3) 24 April 2014 Central Office ETD Pastoral Care of Students Merici College Peer Observation: An Effective Feedback Strategy for Burgmann Anglican School Teachers Performance and Development 2014 Daramalan College Personalised Learning and Knowing our Students Jan Calwell Primary 2014 Playmeo Inspire Your Group- Challenge By Choice Birrigai Outdoor School PLC Assessment workshop Canberra Girls’ Grammar School Positive Teams Harrison School Primary Years Program of Inquiry Review North Ainslie Primary Professional Collaboration Meetings Marist College Professional Learning Communities Hawker Primary Professional Learning Communities at Work Part 1 : Ainslie School with Kylie Lipscombe Professional Learning Communities at Work Part 1: Ainslie School with Gavin Grift Professional Learning Communities at Work Part 2- Ainslie School with Gavin Grift Professional Learning Communities at Work Part 2: Ainslie School with Gavin Grift Professional Learning with ANU Indonesian Central Office ETD Community Professional Mentoring Conversations John Paul College Promoting Language and Literacy Development in Canberra Girls’ Grammar School the Early Years PYP Concepts Workshop Radford College PYP Induction Red Hill 2014 Red Hill Primary PYP Maths Inquiry Workshop Radford College QT Rounds Facilitator workshop Canberra College Quality Curriculum at Curtin Curtin Primary Quality Learning Seminar with David Langford (4- Central Office ETD days) Quality Teaching Rounds Red Hill Primary Quality Teaching workshops Woden School Radford College Faculty Head Leadership Professional Radford College Learning Radford College Junior School Peer Based Radford College Professional Learning Program Radford College Junior School Transdisciplinary Radford College Mapping Radford College Peer Based Professional Learning Radford College Program Reading at Taylor Primary School Taylor Primary G4 Reading Strategies - a door to content knowledge Kingsford Smith School Reflective Practice Emmaus Christian School

Page 279 Annual Report 2013-2014 School based Professional Learning programs Provider Relational Practice Red Hill Primary Renew, Review, Refocus Harrison School Restorative and Relational Practice in the School Setting North Ainslie Primary Restorative Practices Charnwood-Dunlop School Restorative Practices St John the Apostle Primary Restorative Practices and Circle Time Woden School Rob Vingerhoerst – Elements of a great maths lesson Curtin Primary Role of Assessment SCA St Clare of Assisi Primary SCA Numeracy Problem Solving St Clare of Assisi Primary SEL : Friendly Schools Plus Central Office ETD Shaping Learning through Formative Assessment: A Holy Spirit Primary Collaborative Action Project Social Justice: Strategies to raise social justice awareness in Daramalan College students Enhancing Student Spirituality St John Vianney’s Primary Wellbeing in the Classroom St Francis Xavier College Storyline2014 Maribyrnong Primary Student Well Being Radford College Successful Learning for the 21st Century Daramalan College Supporting Children’s Wellbeing Isabella Plains Early Childhood School Supporting literacy learners St Clare of Assisi Primary Supporting literacy learners St Francis of Assisi Primary Supporting reluctant and disengaged adolescent readers in the Daramalan College classroom Supporting reluctant and disengaged readers in the classroom Holy Family Parish Primary School

Taskforce on Students with Learning Difficulties: Understanding Central Office ETD Learning Difficulties Teaching and Behaviour Support Strategies for Students with Trinity Christian School Autism Spectrum Disorder. Teaching ESL Students in Mainstream Classrooms (TESMC) Central Office ETD Teaching Interlingually and interculturally in a bilingual school Yarralumla Primary

Teaching Spelling Through Writing Sacred Heart Primary Teaching students to be effective writers Forrest Primary Teaching with Count Me In Too Red Hill Primary TEALLN411 Upgrade Workshop Canberra College Team building, KidsMatter and social/emotional learning Fraser Primary The Big Writing Evatt Primary The Curious Teacher Orana Steiner School Time for Talk: EALD Teachers Central Office ETD Towards an Authentic Culture of Wellbeing Burgmann Anglican School Understanding and Using Data St Thomas the Apostle Primary Understanding by Design Ainslie School G4

Education and Training Directorate Page 280 School based Professional Learning programs Provider Understanding By Design Curriculum (UBD) Workshop St Edmund’s College

Understanding Literacy in a PYP Context Forrest Primary Using Achievement Standards to Improve Student St Mary MacKillop College Outcomes Using Data to Improve Student Achievement Holy Spirit Primary Using Data to inform Teaching St Vincent’s Primary Using Data to Inform Teaching St Thomas the Apostle Primary Using Inclusive Technologies to Support Students Melrose High Struggling With Literacy Visible Learning Principles in the Primary Classroom Maribyrnong Primary Wanniassa School Professional Learning Wanniassa School Whole School Positive Behaviour Support Black Mountain School Write it Right Campbell High

Attachment 2

ACT Teacher Quality Institute Act Section 26 (e)

Assessment standards required to be met by teachers.

New applicants are required to meet the following assessment standards: Full Registration Full registration is only available to experienced applicants who meet the criteria specified below.

Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent. Teaching experience 180 school teaching days in the previous five year period before the day the application is made. Abilities, knowledge and TQI must be satisfied that the person has the abilities, knowledge and skills of a skills comparable level to those in the Proficient level of the Australian Professional Standards for Teachers. If not applying under Mutual Recognition provisions, the applicant is required to submit a TQI Professional Practice Report completed and signed by a Principal or their delegate who can attest to the professional practice of the applicant. Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach. English language TQI must be satisfied that the applicant meets the English language requirements proficiency specified in the Act. Applicants who have not undertaken the required four full years of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing. Provisional Registration Provisional registrants meet the qualification requirement for full registration but have not yet accumulated the required teaching experience or skills and abilities for Full registration. It is the appropriate category for G4 Graduate entry and applicable as an interim measure when an applicant may meet the requirements for full registration but is unable at the time to provide the relevant supporting evidence.

Page 281 Annual Report 2013-2014 Qualification(s) Completion of at least four years of higher education (full-time or equivalent) study including an accredited initial teacher education program accredited in Australia, leading to the achievement of a recognised qualification. Overseas qualifications will be accepted if they are assessed by TQI as equivalent.

Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach. English language proficiency TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken the required four full years of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.

Permit to teach A permit to teach is not a category of registration but an authorisation for a person to teach for a limited period in a specific teaching role. A permit to teach may be offered to applicants who do not meet the requirements for full or provisional registration but who have specialist knowledge, training, skills or qualifications, or have completed a teaching qualification that does not meet the eligibility requirements for full or provisional registration. This process requires a request to TQI from the employer wishing to engage the person in a teaching position where a suitably qualified or registered teacher is not available.

Suitability to teach TQI will use a current Working with Vulnerable People (Background Checking) (WwVP) registration to satisfy itself of the applicant’s suitability to teach. English language proficiency TQI must be satisfied that the applicant meets the English language requirements specified in the Act. Applicants who have not undertaken four full years of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, must provide proof of an academic IELTS test undertaken in the two years prior to the date of the application with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.

ACT Teacher Quality Institute Regulation 2010 Part 2A Assessment standards required to be met by teachers Certification against Highly Accomplished and Lead level of the Australian Professional Standards for Teachers

Certification Only available to experienced applicants who meet the eligibility criteria and assessment requirements specified below. Certification assessment Based on the submission of direct evidence of teacher practice and the direct observation of classroom practice conducted by nationally trained ACT assessors. Eligibility criteria to apply for Certification • Australian or New Zealand citizenship or Australian permanent residency visa. • Satisfactory assessment in recent annual performance assessments, i.e. two annual assessments for Highly Accomplished or three annual assessments for Lead. • Full registration with the ACT Teacher Quality Institute. Current Certification standards- required to be met by teachers who elect to apply. The collection of evidence required for assessment • Annotated evidence of teacher practice accounting for each of the descriptors in all seven of the Highly Accomplished or Lead level Standards (up to 35 artefacts in total). • Lesson observation reports. • Teacher reflection on the direct evidence as a written statement addressing the Standards. • A written description of a Lead initiative for Lead applications.

G4 • Referee statements. The direct observation of classroom practice • Classroom observation. • Discussion with the principal and other colleagues. • Professional discussion with the applicant.

Education and Training Directorate Page 282 quality learning ducati leadership high expectations high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connectingAPPENDICES with the community supporting teaching and learning connecting with families innovation and improvement develop communityAppendix 1 List of tables training literacy, numeracyteachers and science learning environments earlyAppendix years 2 educationList of figures vocational education achievements implement strategies to improveand training Appendix 3 Abbreviationslearning and acronyms comprehensive literacy high expectations, high performance studentsAppendix 4 Index care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching Title page for Appendicesquality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations withfamilies leadership G5 achievementshigh performance communitylearning Appendix 1: List of tables

B3.1 ACT ACE Grants Program funding in 2014 62 B4.1 School-based sustainable development performance 2012-13 to 2013-14 67 B4.2 Office-based sustainable development performance 2012-13 to 2013-14 71 C2.1 Audit Committee membership and attendance in 2013-14 76 C4.1 Reports tables in the Legislative Assembly 78 C4.2 Implementation status of Standing Committee on Education and Youth Affairs: 78 Report on Annual and Financial Reports 2011-12 C4.3 Implementation status of Select Committee on Estimates 2013-14: Report on 80 Inquiry into the Appropriation Bill 2013-14 C5.1 Implementation status of ACT Auditor-General reports 83 D2.1 Freedom of information requests, 2013-14 88 D2.2 Freedom of information decisions, 2013-14 88 D4.1 Records disposal schedules used by the Directorate 92 E2.1 Scholarships awarded, 2013-14 103 E2.2 Online training, 2013-14 104 E2.3 Traineeship opportunities, 2013-14 104 E2.4 Completion rates, 2013-14 104 E2.5 Participants and cost for ACTPS training and study assistance program, 2013-14 104 E2.6 Whole of government learning and development programs, 2013-14 105 E3.1 Reduce the incidence rate claims in one or more weeks off by at least 30 percent 108 E3.2 Reduce the incidence rate of claims for musculoskeletal disorders resulting in 109 one or more weeks off work, by at least 30 percent E4.1 Special Employment Arrangements 110 E4.2 Classifications and remuneration of officers on SEAs and AWAs 111 E5.1 FTE and headcount by gender 112 E5.2 Headcount by classification and gender 112 E5.3 Headcount by employment category and gender 113 E5.4 FTE and headcount by administrative unit 113 E5.5 Headcount by administrative unit and employment type 113 E5.6 Headcount by age group and gender 114 E5.7 Headcount by length of service, generation and gender 114 E5.8 Average years of service by gender 114 E5.9 Headcount by diversity group 114 F1.1 Net cost of services 116 F1.2 Line item explanation of significant variances from the amended budget - 118 Directorate operating statement F1.3 Line item explanation of significant variances from the amended budget - 120 Directorate balance sheet F3.1 Capital works management 2013-14 198 F3.2 End of year reconciliation schedule 2013-14 201

G5 F4.1 Assets and their values at 30 June 2014 202 F4.2 Assets added to the asset register during 2013-14 203

Education and Training Directorate Page 284 F4.3 Central office sites, staff numbers (headcount) and space occupied, as at 30 June 204 2014 F5.1 Central office contracts greater than $25,000 or smaller contracts held by one 205 contractor that total more than $25,000 (GST exclusive) in 2013-14 F5.2 Contracts held in individual public schools exceeding $25,000 or smaller 209 contracts held by one contractor that totalled more than $25,000 (GST exclusive) in 2013-14

F5.3 Smaller works by suppliers in public schools exceeding $25,000 (GST exclusive) in 213 2013-14 BSSS 1 Selected courses on Year 12 Certificates and Tertiary Entrance Statements, 2013 232 and 2012 BSSS 2 Board membership as at 1 July 2013 235 BSSS 3 Board membership as at 30 June 2014 238 BSSS 4 Board Standing Committees and their roles 239 GSEC 1 Role of council members and number of meetings attended/number of eligible 251 meetings NGSEC 1 Role of council members and number of meetings attended/number of eligible 258 meetings TQI 1 Teacher professional learning programs are accredited by TQI against criteria 267 linked to the Australian Professional Standards for Teachers G5

Page 285 Annual Report 2013-2014 Appendix 2: List of figures

B2.1 Mean achievement score of all year 5 public school students in reading in NAPLAN, 2009 to 2013 46 B2.2 Mean achievement score of all year 9 public school students in reading in NAPLAN, 2009 to 2013 46 B2.3 Mean achievement score of all year 5 public school students in numeracy in NAPLAN, 2009 to 2013 46 B2.4 Mean achievement score of all year 9 public school students in numeracy in NAPLAN, 2009 to 2013 47 B2.5 PISA mathematical literacy mean score, 2012 47 B2.6 PISA mathematical literacy mean scores, 2003 to 2012 48 B2.7 Mean scores of ACT and Australian year 6 students in science literacy, 2003 to 2012 48 B2.8 Percentage of year 12 students who received a nationally recognised vocational qualification, 2009 to 2013 49 B2.9 Percentage of apprentices satisfied with their training under Australian Apprenticeships, 2009 to 2013 49 B2.10 Participation in vocational education and training by student type, ACT and Australia, 2008 to 2012 49 B2.11 Average number of years of employment with the Directorate, 2009-10 to 2013-14 50 B2.12 Proportion of teachers using learning technologies, 2012 to 2013 50 B2.13 Proportion of teachers and school leaders modelling innovative practice, 2012 to 2013 50 B2.14 Proportion of teachers and school leaders participating in decision-making, 2012 to 2013 50 B2.15 Number of Aboriginal and Torres Strait Islander employees, 2009-10 to 2013-14 51 B2.16 Overall student satisfaction with education at public schools, 2009 to 2013 51 B2.17 Percentage of year 12 public school students who received Year 12 Certificate, 2009 to 2013 51 B2.18 Percentage of year 12 Aboriginal and Torres Strait Islander public school students who received a Year 12 Certificate, 2009 to 2013 52 B2.19 Percentage of public school year 12 graduates studying of employed six months after completing year 12, 2009 to 2013 52 B2.20 Proportion of graduates with improved employment status after training, 2009 to 2013 52 B2.21 Apparent retention rate from year 7 to year 12, public school students, ACT and Australia, 2009 to 2013 53 B2.22 Mean achievement score of Aboriginal and Torres Strait Islander year 5 public school students in reading, 2009 to 2013 53 B2.23 Mean achievement score of Aboriginal and Torres Strait Islander year 9 public school students in reading, 2009 to 2013 53 B2.24 Number of enrolments of Aboriginal and Torres Strait Islander students in public schools, 2009 to 2013 53 B2.25 Attendance rate of public school students in year 1 to year 10, 2009 to 2013 B2.26 Percentage of year 10 students who proceed to public secondary college education 54 G5 B2.27 Overall satisfaction of parents and carers with the education provided at public schools, 2009 to 2013 54 B2.28 Number of enrolments in preschool in public schools, 2009 to 2013 54

Education and Training Directorate Page 286 B2.29 Proportion of school enrolments, 2010 to 2014 54 B2.30 Staff retention rate, 2009 to 2013 55 B2.31 Number of new FOI requests, 2009-10 to 2013-14 55 B2.32 Number of kilometres travelled by fleet cars, 2010-11 to 2013-14 56 E3.1 Number of participants accessing the Employee Assistance Program, 2009-10 to 2013-14 107 F1.1 Components of revenue 2013-14 117 F1.2 Components of expenditure 2013-14 118 F1.3 Total assets as at 30 June 2014 119 F1.4 Total liabilities as at 30 June 2014 119 F1.5 Sources of Territorial revenue 120 BSSS 1 Year 12 Certificate receivers with a Tertiary Entrance Statement, 1999 to 2013 231 BSSS 2 Australian Tertiary Admission Rank by college, 2013 232 BSSS 3 Number of students receiving vocational certificates, 2013 by college and year level 233 G5

Page 287 Annual Report 2013-2014 Appendix 3: Abbreviations and Acronyms

ABS Australian Bureau of Statistics ACARA Australian Curriculum, Assessment and Reporting Authority ACE Adult and Community Education ACECQA Australian Children’s Education and Care Authority ACEL Australian Council for Educational Leaders ACT Australian Capital Territory ACT ESA ACT Emergency Services Agency ACT RFS ACT Rural Fire Service ACTPS Australian Capital Territory Public Service AEU Australian Education Union AITSL Australian Institute of Teaching and School Leadership ANU Australian National University ANZAC Australian New Zealand Army Corps AQTF Australian Quality Training Framework ARC Accreditation and Registration Council ASBA Australian School-based Apprenticeship AS/NZS Australian Standard/New Zealand Standard ASQA Australian Skills Quality Authority AST ACT Scaling Test ATAR Australian Tertiary Admissions Rank ATSIEOs Aboriginal and Torres Strait Islander Education Officers AuSSI Australian Sustainable Schools Initiative AWA Australian Workplace Agreement BSO Building Service Officer BSSS Board of Senior Secondary Studies CCCares Canberra College Cares CIT Canberra Institute of Technology

CO2 Carbon dioxide

CO2-e (tonnes) Tonnes of equivalent carbon dioxide COAG Council of Australian Governments CPRU Children’s Policy and Regulation Unit CSD Community Services Directorate DEECD Department for Education and Early Childhood Development DERG Disability Education Reference Group eACT empowering ACT schools EALD English as an Additional Language or Dialect ESDD Environment and Sustainable Development Directorate FACE Fellow of the Australian College of Educators FACEL Fellow of the Australian Council of Educational Leaders FAPS French Australian Preschool FMA Financial Management Act FOI Freedom of information G5 FTE Full-time equivalent GPO Government Payments for Outputs GSEC Government Schools Education Council

Education and Training Directorate Page 288 HEC Higher Education Committee HMSMP Hazardous Materials Survey Management Plans HVAC Heating, ventilation, and air conditioning ICT Information and communication technology IECs Introductory English Centres IELTS International English Language Testing System LCC Learning Capital Council MLA Member of the Legislative Assembly NAPLAN National Assessment Program - Literacy and Numeracy NGSEC Non-government Schools Education Council NSSP National Solar Schools Program NSW New South Wales PPLF Principal Professional Learning Fund PID Public Interest Disclosure PPP Productivity Places Program PSP Priorities Support Program RAP Reconciliation Action Plan RED Respect, Equity and Diversity REDCOs Respect, Equity and Diversity Contact Officers RTO Registered training organisation SA4 School Assistant 4 SEA Special Employment Arrangement SEW Survey of Education and Work SMART Science, Mathematics and Related Technologies TaTE Training and Tertiary Education TEQSA Tertiary Education Quality and Standards Agency TES Tertiary Entrance Statement TESOL Teachers of English to Speakers of Other Languages TPLF Teacher Professional Learning Fund TQI Teacher Quality Institute VET Vocational education and training WESP Work Experience and Support Program G5

Page 289 Annual Report 2013-2014 Appendix 4: Index

100 Stories: Celebrating Public Education in Canberra 66 A Aboriginal and Torres Strait Islander 15, 18, 21, 24, 25, 27, 30, 32, 33, 49, 51, 52, 53, 54, 58, 59, 62, 63, 65, 74, 78, 86, 91, 92, 100, 114, 252, Aboriginal and Torres Strait Islander Education Consultative Group 58, 59 ACT Aboriginal and Torres Strait Islander Student, Apprentice or 65 Trainee of the Year ACT Accreditation and Registration Council 236, 239 ACT Australian Apprentice (Apprentice) of the Year 65 ACT Australian Apprentice (Trainee) of the Year 65 ACT Careers and Transitions website 36 ACT Council of Parents and Citizens Association 57, 87, 237 ACT Human Rights Commission 89 ACT Integrity Policy 77 ACT Master Builders Award 15 ACT Principals Association 234 ACT Public Schools Food and Drink policy 32 ACT Public Service Aboriginal and Torres Strait Islander Employment 25 Strategy 2011-2015 ACT Public Service values 8 ACT Skills Needs List 31, 43, 60, 61 ACT Teacher Mentor Program 267, 275 ACT Training Excellence Awards 62, 65 ACT Vocational Education and Training Administration Records 44, 61, 206 System (AVETARS) Action Plans 13 Annual Operating Plan 42 Annual Reports (Government Agencies) Act 2004 265 Apprentices 15, 19, 37, 49, 52, 62, 65, 288 Artists’ and Writers’ Festival 31 Asset management 44, 115, 202, 241 Association of Independent Schools (AIS) 57, 58, 235, 238, 242, 243, 269, 270 Auditor-General iii, 73, 83, 84, 252, 259, 286 Australian Bureau of Statistics (ABS) 53, 237 Australian Catholic University (ACU) 59, 82, 267, 269, 270 Australian Council for Educational Leaders (ACEL) 8 Australian Curriculum 250, 267 Australian Curriculum, Assessment and Reporting Authority (ACARA) 9, 46, 47, 53, 230, 231, 238, 289

G5 Australian Curriculum Implementation Plan 14, 18 Australian Education Union (AEU) 57, 59, 77, 81, 234, 235, 238, 269, 270 Australian Institute for Teaching and School Leadership (AITSL) 26

Education and Training Directorate Page 290 Australian National University (ANU) 62, 231, 232, 235, 236, 238, 244, 245, 274, 275, 280 Australian Professional Standard for Principals 267 Australian Professional Standards for Teachers 24, 82, 266, 267, 268, 272, 283, 284, 287 Australian School Based Apprenticeships (ASBA) 33 Australian School Climate Measurement Tool Survey 42 Australian Skills Quality Authority (ASQA) 61, 260, 289 Australian Sustainable Schools Initiative (AuSSI) 68, 289 Australian Taxation Office (ATO) 120 Australian Workplace Agreements (AWA) 110, 289 B Belconnen Trade Skills Centre 44, 196, 199 Block Release Programs 120 Board of Senior Secondary Studies (BSSS) iv, 49, 51, 52, 60, 204, 206, 225, 229, 230, 231, 232, 233, 234, 235, 236, 238, 240, 252, 276, 286, 288 Branch Business Plans 13 Building the Education Revolution 55 C Canberra CareersXpo 61 Canberra Institute of Technology 62, 65, 80, 81, 104, 234, 235, 236, 238, 239, 242, 243 Capital works 45, 55, 60, 70, 74, 81, 84, 119, 120, 196, 198, 201, 202, 203, 205 Carbon Neutral 67, 69, 199 Catholic Education Office (CEO) 57, 58, 242, 243, 269, 270 CCCares 15, 65, 111, 196, 200 Children’s Policy and Regulation Unit (CPRU) 88 Code of conduct 101 Community Services Directorate (CSD) 59, 96 D Dangerous Substances Act 2004 204 Digital Backpack 42 Disability Education 36, 43, 59, 103, 206, 207, 252

Disability Standards for Education 24, 249, 278 E Economic Development Directorate 108, 109, 203 Education Act 2004 60, 249, 250, 257, 258 Education Capital 7, 8, 13, 46, 57, 100

Employee Assistance Program 107, 208, 289 G5 Energy and water consumption 44 Energy consumption 67, 72, 95 Energy efficiency 56, 67, 68, 70, 202 Enterprise agreement 100, 101, 110, 118

Page 291 Annual Report 2013-2014 Executive Teacher (Professional Practice) 14, 25 F Facebook 39, 57 Financial Management Act 1996 119, 265 Flexible Learning Options 37 Forecasting of Industry Needs and Entitlement (FINE) modelling tool 43 Fraud prevention iii, 77 Fred Hollows Awards 32, 77 Freedom of Information Act 1989 55, 87, 271 G Gifted and Talented Students Policy 15, 36, 82, 252 Global Classroom 94 Google 42 Government Schools Education Council (GSEC) iv, 9, 57, 59, 225, 249, 252, 253, 254, 257, 258, 259, 286 Greenhouse gas emissions (GHG) 67, 68, 70, 72 H Health Directorate 68, 78, 79 Higher education 11, 80, 260, 290 Home education 10, 116 Human resources iii, 99 Human rights iii, 19, 85, 89, 241 Human Rights Education Forum 19 I Implementation plan 14, 18, 206 Injury Management Toolkit 43, 101, 106, 107 Internal audit iii, 76, 91, 107, 206, 207, 265 Introductory English Centres 33, 64, 291 K Koori preschool programs 33 L Language Perfect World Championships 30 Literacy and numeracy 25, 46, 47, 53, 103, 205, 278 M Magellan Program 97 Microsoft 42 Minister for Education and Training 11, 57, 58, 59, 62, 66, 82, 111, 234, 249, 265, 267, 272 Minister’s Student Congress 30, 59 Minister’s Taskforce on Students with Learning Difficulties 15, 59 Monkey in My Chair program 31

G5 N National Achievement Standards 14 National Agreement for Skills and Workforce Development 49

Education and Training Directorate Page 292 National Assessment Program - Literacy and Numeracy (NAPLAN) 14, 18, 21, 46, 47, 53, 261, 288, 291 National Day of Action against Bullying and Violence 30 National Disability Insurance Scheme 15, 32, 116 National Education Reform Agreement 80 National Partnership on Skills Reform 14, 18 National Partnership Program funding relating to Improving Teacher 118 Quality National Quality Framework for Early Childhood Education and Care 19, 196, 205 Non-government Schools Education Council (NGSEC) 57, 249, 250, 257, 259, 261, 291 O Office for Schools 11, 12, 74, 113, 206 Ombudsman iii, 73, 83, 241, 252, 259 Outdoor Education and Physical Education and Sport policy 32 P Parent and carer satisfaction 54 Parent’s Guide to Enrolment 15 Pathways planning 252 Preschool Matters website 15, 37 Priorities 8, 13, 14, 31, 46, 57, 60, 61, 67, 74, 100, 103, 198, 266, 267, 268 Priorities Support Program 18, 31, 261, 291 Productivity Places Program 117, 118, 261, 291 Professional development 32, 78, 103, 104, 119, 120, 205, 265, 266, 267 Progressing Parental Engagement in the ACT 15, 36 Public Interest Disclosure Act 1994 86 Public Interest Disclosure Act 2012 86, 271 R Records management 76, 91, 272 Registered training organisations (RTOs) 60, 76, 233 Respect, Equity and Diversity (RED) 75, 89, 101 Ride or Walk to School 68 Risk management 13, 73, 76, 85, 116, 241, 252, 257, 259, 271 S Safe and Supportive Schools policy 32, 60, 252, 257 Safe Schools 59, 79 Safety Management System 106 Scholarships 103, 286 School boards 13, 60, 87, 250, 251 School Census 49, 51 G5

Page 293 Annual Report 2013-2014 School environment 68 School improvement 74, 100 School Network Leader 9, 111 School plans 13 School satisfaction surveys 42 Schools capital works 60 SchoolsNET 42, 81, 83 School Volunteer Program 15, 37, 64, 65 Sea of Hands 86 Secondary Bursary Scheme 120 Senior executive responsible for business integrity risk 77 Senior Executive Team 11, 74, 75, 76, 106 Social media 57 Solar Schools 261, 291 Strategic Plan 2014-17 7, 8, 13, 57 Strategic Risk Management and Audit Plan 116 Student Aspirations Program 30 Student Reporting Policy 20 Student satisfaction 51, 288 Sustainability 18, 55, 58, 67, 68, 70, 72, 198, 208 Sustainable Schools 68, 260 T ACT Teacher Quality Institute iv, 78, 102, 103, 113, 118, 206, 208, 225, 249, 257, 259, 261, 265, 266, 271, 272, 274, 283, 284, 291 Teach for Australia program 14 Territory and Municipal Services 79, 84, 96 Territory Records Office 91 Tertiary Entrance Statement 231, 233, 261, 289, 291 Trainees 37, 62, 65 Training and Tertiary Education (TaTE) 11, 12, 60, 61, 74, 113, 205, 206, 261, 291 Training Excellence Awards 37, 62, 65 Transition Action Plan 36 Tuggeranong Sustainable Learning Trade Training Centre 14, 18, 43, 196, 203 Tutorial Support Scheme 18 Twitter 39, 57 U Universal Access 117, 199 University of Canberra 14, 24, 26, 31, 59, 62, 82, 94, 196, 197, 231, 232, 235, 236, 238, 242, 243, 244, 245, 267, 269 G5 University of Canberra Accelerate Program 231

Education and Training Directorate Page 294 V Vocational education and training 49, 235, 238, 261, 291 W Workforce Capability Working Group 75 Workplace health and safety 76, 81, 89, 104, 106, 107 Y Year 12 Certificate 14, 20, 51, 52, 229, 231, 232, 233, 234, 288, 289 You R U Day 90 Youth Network Boards 37 G5

Page 295 Annual Report 2013-2014 G5

Education and Training Directorate Page 296

quality learning ducati leadership high expectations high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families innovation and improvement community develop training literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning